Define the terms reservoir and residence as they relate to oceanography
Describe the relationship between residence time, reservoir volume, and replacement rate
Describe the 5 major oceans/ocean basins
Agenda:
Students - look on the side board for how to label the two handouts.
For the Reservoirs & Residences handout answer the following questions on the handout:
Add title.
Consider the familiar objects on the diagonal continuum. If all the water on Earth was scaled down to the volume of a 55 gallon drum (shown at the top of the continuum), which major water reservoirs (places where we find water) would be represented by the images shown. Do this without reading anything from the book, or looking up anything online. Here is a hint: the eyedropper would represent all of the water contained in the atmosphere. What are other water reservoirs can you think of? Which volumes would represent the amount of water in those reservoirs? Write your answers by the name of the familiar objects on the continuum.
Read pgs. 39-42
Add a vertical continuum (line with arrows at each end) to the left of the diagonal continuum that represents the general trend of residence time between the worlds major water reservoirs. You will need to add at title to this vertical continuum, and some text at either end of the line which describes the trend you read about in the book.
Define residence time & reservoirs.
Calculate the gallons of water on Earth and in each reservoir at any point in time (use the table in the book to help you - you will need to do some conversions...)
What processes are involved in the migration of water between the reservoirs?
For the "One World Divided Into Five" handout:
Add title.
Read pgs. 42-43 in the Investigating Oceanography textbook, specifically the subsection entitled "One world divided into five" & as you read, label & color the 5 oceans of Earth on your handout AND annotate around each - use the back of the sheet if you need more room. Annotate means add information from the reading regarding each ocean.
Review Chapter 3 & 1 classwork
Homework:
no homework if above classwork is finished
5/9/17 (Tuesday) A
DQs:
Describe the methods used to gain information about the seafloor throughout history
Diagram a cross section view of the seafloor including active/passive continental margins
Locate on a map where the world's ocean trenches and ridge systems are
Describe the types of sediments that can be found on the seafloor
Identify types of resources available on the seafloor
Agenda:
Video Content - Exploring the seafloor (see 5/8 agenda below)
Describe the methods used to gain information about the seafloor throughout history
Diagram a cross section view of the seafloor including active/passive continental margins
Locate on a map where the world's ocean trenches and ridge systems are
Describe the types of sediments that can be found on the seafloor
Identify types of resources available on the seafloor
Agenda:
Final Geology White Paper Presentations: Sebastian, Oliver, Jesse
15 min. to complete & submit chapter 3 work
Supplemental video deep sea:
Upcoming:
Reservoirs and residences diagram sheet:
What major water reservoirs would be represented by the familiar scaled images
Read pgs. 39-42
Add a vertical continuum (line with arrows at each end) that represents the general trend of residence time between the worlds major water reservoirs
Define residence time & reservoirs
Calculate the gallons of water on Earth and in each reservoir at any point in time
What processes are involved in the migration of water between the reservoirs?
Read pgs. 42-43 in the Investigating Oceanography textbook, specifically the subsection entitled "One world divided into five" & as you read, label color the 5 oceans of Earth on your handout AND annotate around each - use the back of the sheet if you need more room
Homework:
Finish chapter 3 classwork!
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4/28 - 5/5/17 (Friday-Friday)
DQs:
Describe the methods used to gain information about the seafloor throughout history
Diagram a cross section view of the seafloor including active/passive continental margins
Locate on a map where the world's ocean trenches and ridge systems are
Describe the types of sediments that can be found on the seafloor
Identify types of resources available on the seafloor
Agenda:
Final Geology White Paper Presentations: Jake S., Will B., Josh, Jacob A., Michelle, Alex, Michael, Laryssa, Sebastian, Oliver, Jesse
15 min. to work on chapter 3 reading & class work
Supplemental video deep sea:
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4/25-27/17 (Tuesday-Thursday) A-IE-A
DQs:
Describe the methods used to gain information about the seafloor throughout history
Diagram a cross section view of the seafloor including active/passive continental margins
Locate on a map where the world's ocean trenches and ridge systems are
Describe the types of sediments that can be found on the seafloor
Identify types of resources available on the seafloor
Agenda:
Chapter 3 Reading & related class work
Related video content:
Homework:
no homework unless you are not current - have you shared your final geology project work with Mr. Wallace yet? (documentary summary, & white paper slide show)
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4/24/17 (Monday) B
DQs:
discuss the interaction of early civilizations with the oceans,
Describe the evolution of oceanography citing driving forces during various ages throughout history including the modern age
sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
list the major discoveries of the Challenger expedition,
compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:
History of Oceanography exam
Homework:
no homework
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4/18-21/17 (Tuesday-Friday) B-A
DQs:
discuss the interaction of early civilizations with the oceans,
Describe the evolution of oceanography citing driving forces during various ages throughout history including the modern age
sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
list the major discoveries of the Challenger expedition,
compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:
As a class, we will create a timeline of the history of oceanography according to the prologue of our investigating oceanography textbook
Each group or person will be assigned an age in history to tackle.
Choose a few representative images (either those images shown or those described in the text) to include in your timeline section. By "representative" I mean, images that could be used to help communicate the main ideas presented in your section relating to the relationship between humanity and the ocean during specific time periods. Consider what the authors of the prologue want you to walk away knowing - what are the big ideas and key messages? The quick review questions for your section are also good places to start regarding the main ideas. Use the details to learn about specific examples that support the main ideas - these details will provide many usable representative images.
Make you poster appealing and clear! A large, bold, eye catching title.
Make your poster organized!
Make your poster creative! There are many wonderful oceanography themed images you could include!
Include descriptions of driving forces behind the evolution of oceanography covered by your section backed by examples.
Include the general time period name and specific dates (range of years or centuries) that relate to your section.
Print out images to include in your work if desired.
Your poster must be able to clearly answer (with support) the following question, "Describe the driving force behind humanity's relationship with the ocean during the time period covered by your section."
Homework:
History of Oceanography Exam Monday!
Final Geology Project presentations to begin on Tuesday
4/17/17 (Monday) A
DQs:
discuss the interaction of early civilizations with the oceans,
Describe the evolution of oceanography citing driving forces during various ages throughout history including the modern age
sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
list the major discoveries of the Challenger expedition,
compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:
Updates - all students must finish reading the prologue by Wednesday and all quick review questions (exam on Thursday)
Homework:
History of Oceanography Exam Wednesday 4/20/17!
4/7-13/17 (Friday-Thursday) B-?
DQs:
discuss the interaction of early civilizations with the oceans,
Describe the evolution of oceanography citing driving forces during various ages throughout history including the modern age
sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
list the major discoveries of the Challenger expedition,
compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:
Finish class read pgs. 14-15 HMS Challenger - Start of Modern Oceanography
Watch HMS Challenger video (see agenda below)
Read the 7-part prologue in the investigating oceanography textbook either independently or in cooperative small groups & answer the "quick review" questions on a separate sheet of paper (will hand in for 40 points!) at the end of each of the 7 parts.
As a class, we will create a timeline of the history of oceanography according to the prologue of our investigating oceanography textbook
Each group or person will be assigned an age in history to tackle.
Choose a few representative images (either those images shown or those described in the text) to include in your timeline section. By "representative" I mean, images that could be used to help communicate the main ideas presented in your section relating to the relationship between humanity and the ocean during specific time periods. Consider what the authors of the prologue want you to walk away knowing - what are the big ideas and key messages? The quick review questions for your section are also good places to start regarding the main ideas. Use the details to learn about specific examples that support the main ideas - these details will provide many usable representative images.
Make you poster appealing and clear! A large, bold, eye catching title.
Make your poster organized!
Make your poster creative! There are many wonderful oceanography themed images you could include!
Include descriptions of driving forces behind the evolution of oceanography covered by your section backed by examples.
Include the general time period name and specific dates (range of years or centuries) that relate to your section.
Print out images to include in your work if desired.
Your poster must be able to clearly answer (with support) the following question, "Describe the driving force behind humanity's relationship with the ocean during the time period covered by your section."
Homework:
Final Geology Project due by Monday - e-mail Mr. Wallace (dwallace@qcsd.org) your 1 pg. documentary composition & white paper slide show
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4/5-6/17 (Wednesday-Thursday) I/E-A
DQs:
discuss the interaction of early civilizations with the oceans,
Describe the evolution of oceanography citing driving forces during various ages throughout history including the modern age
sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
list the major discoveries of the Challenger expedition,
compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:
Review requirements of final geology project (see 4/3-4 agenda below)
Inquiry Activity: With a partner, discuss the following questions:
What does oceanography entail?
Where do oceanographers do their work?
Where did all this water on Earth come from? Why doesn't Mars have oceans?
What can we learn from oceanography? What makes oceanography valuable to us?
Create a small graphic poster displaying one image you feel is most representative of oceanography in the center as well as your answers you discussed.
Class read pgs. 14-15
Homework:
Final Geology Project Due Friday!
Chapter reading & online HW
Documentary 1 page composition
Read white paper and create a slideshow presentation
4/3-4/17 (Monday-Tuesday) B-A *Tuesday is the last day in class devoted to final project
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Final Geology Project:
Pick a topic (chapter) of interest from the following list
5, 6, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19 (see page v for chapter titles/topics)
|| Name || Chapter/Topic || ||
|| Michelle || 13 || Running Water ||
|| Jesse || 19 || Historical Geology ||
|| Michael || 14 || Groundwater ||
|| Sebastian || 5 || Volcanoes and Earth's Interior ||
|| Laryssa || 19 || Historical Geology ||
|| Josh || 15 || Glaciers ||
|| Oliver || 13 || Running Water ||
|| Alex || 15 || Glaciers ||
|| William || 16 || Deserts and Wind ||
|| Jake S. || 16 || Deserts and Wind ||
|| Jacob || 17 || Shorelines ||
Complete the reading and online HW for your selected chapter - notify Mr. Wallace via e-mail when you are finished the chapter reading and online HW
Watch an approved documentary related to you topic and compose a 1 page (maximum/minimum) summary essay. Include the following in your composition:
Summary of the main points of the documentary and of the documentary as a whole
Your explanation of why the documentary was made - why should people be aware of the information put forth in the documentary?
Information of how you might or how you will use the information learned from the documentary in your personal life? Will you convey the information to others? Will you change some of your behavior? Will you join movements/research efforts related to the topic(s) covered in the documentary? If none of these apply, explain why the documentary and information put forth has not impacted your personal life.
Mechanics/Requirements:
1 page max./min., 1.5 spaced, typed
Proper use of English mechanics: grammar, spelling, punctuation, sentence structure, etc.
Identify the title of the documentary in your introductory paragraph
No need for MLA or APA formatting since you will likely not have any references - just make sure your name and date are at the top in the header
Read, dissect, and analyze the white paper for your topic. You will present a summary of the research/work/findings presented in the white paper to the class
Create a slideshow presentation between 7-10 slides
Summarize the main points of the paper/research in layman's terms - cite actual text from paper which supports your summaries
Driving Question the research is directed towards (i.e. "What are the characteristics of Earth's core?", "How fast is the Greenland icesheet melting?", "How do shorelines change?", "What role does wind play in the dispersion of sand around the world?")
Include why answering the driving question would be beneficial to humankind
Major research steps
How/where/when was the research completed?
What data was collected?
How was the data interpreted?
Groups/individuals who carried out the work
Conclusions reached
Include diagrams/photos to supplement your presentation
Use diagrams from the paper
Look up photos related to the research if applicable
Homework:
Progress Through Final Geology Project Work: DUE FRIDAY 4/7/17
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3/31/17 (Friday) A
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Final Geology Project:
Pick a topic (chapter) of interest from the following list
5, 6, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19 (see page v for chapter titles/topics)
|| Name || Chapter/Topic || ||
|| Michelle || 13 || Running Water ||
|| Jesse || 19 || Historical Geology ||
|| Michael || 14 || Groundwater ||
|| Sebastian || 5 || Volcanoes and Earth's Interior ||
|| Laryssa || 19 || Historical Geology ||
|| Josh || 15 || Glaciers ||
|| Oliver || 13 || Running Water ||
|| Alex || 15 || Glaciers ||
|| William || 16 || Deserts and Wind ||
|| Jake S. || 16 || Deserts and Wind ||
|| Jacob || 17 || Shorelines ||
Complete the reading and online HW for your selected chapter
Watch the assigned documentary related to you topic
Read, dissect, and analyze the white paper for your topic. You will present a summary of the research/work/findings presented in the white paper to the class
Homework:
Progress Through Final Geology Project Work: DUE FRIDAY 4/7/17
3/31/17 (Thursday) B
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Final Geology Project:
Pick a topic (chapter) of interest from the following list
5, 6, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19 (see page v for chapter titles/topics)
|| Name || Chapter/Topic || ||
|| Michelle || 13 || Running Water ||
|| Jesse || 19 || Historical Geology ||
|| Michael || 14 || Groundwater ||
|| Sebastian || 5 || Volcanoes and Earth's Interior ||
|| Laryssa || 19 || Historical Geology ||
|| Josh || 15 || Glaciers ||
|| Oliver || 13 || Running Water ||
|| Alex || 15 || Glaciers ||
|| William || 16 || Deserts and Wind ||
|| Jake S. || 16 || Deserts and Wind ||
|| Jacob || 17 || Shorelines ||
Complete the reading and online HW for your selected chapter
Watch the assigned documentary related to you topic
Read, dissect, and analyze the white paper for your topic. You will present a summary of the research/work/findings presented in the white paper to the class
Homework:
Progress Through Final Geology Project Work: DUE FRIDAY 4/7/17
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3/29/17 (Wednesday) I/E
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Introduction of final Geology Project:
Pick a topic (chapter) of interest from the following list
5, 6, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19 (see page v for chapter titles/topics)
Complete the reading and online HW for your selected chapter
Watch the assigned documentary related to you topic
Read, dissect, and analyze the white paper for your topic. You will present a summary of the research/work/findings presented in the white paper to the class
Homework:
Pick a topic for your final geology research assignment
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3/28/17 (Tuesday) B
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Introduction of final Geology Project
Pick a topic (chapter) of interest from the following list
5, 6, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19 (see page v for chapter titles/topics)
Complete the reading and online HW for your selected chapter
Read, dissect, and analyze the white paper for your topic. You will present a summary of the research/work/findings presented in the white paper to the class
Homework:
Pick a topic for your final geology research assignment
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3/21-24&27/17 (Tuesday-Friday&Monday) (follow 3/16/17 agenda - Rock ID Assignment)
3/17/17 (Friday!) B (follow 3/16/17 agenda)
a. Please ask Michelle and Michael to supervise the rock breaking outside – they know what to do and I will explain in detail below. The following students still need to break their rocks: Jake Schwartz, Laryssa B, Oliver, Josh (needs to finish and should go first), Jesse, Alex. Michelle should supervise the following students in this order: Josh, Jake, Laryssa, and Michael should supervise the other students in this order: Oliver, Jesse, Alex. Please ask Michelle and Michael to review with the other students the do/don’ts of rock breaking outside, and only have the supervising student and one working student outside at a time. Here is what is important regarding breaking rocks with the rock hammer outside:
Supervising student and working student must wear safety glasses
Breaking board should be placed flat on the blacktop
Rock sample should be placed on the wooden breaking board with the flattest side down
Blue sweatshirt should be placed over the rock sample
Student should line up their hammer strike so that the flat hammer side blow falls in the middle of the rock sample
On bended knee, firmly grasp the rock hammer with dominant hand
Strike the rock hard and swift, trying hard not to miss or loosen your grip at any point through the strike. BE CAREFUL NOT TO LET THE ENERGY BOUNCE THE HAMMER BACK TOWARD FACE!
Check if the rock broke, if not, reposition and repeat up to 5 more times.
If the rock will not break, try another rock, and Mr. Wallace will attempt to break your unbreakable rock
b. Each working student will have 4-5 minutes to finish breaking his or her samples.
c. Students who are finished breaking their samples apart should follow the plans on the EOS wikispace page regarding the rest of the Rock Identification assignment.
d. Please ask students to clean up 3 min. before the bell rings – rock samples should be returned neatly into the large cabinets, rock hammer + breaking board + blue sweatshirt + safety glasses should go back into the staff lounge on the rock cart.
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3/16/17 (Thursday) A
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Identification of rocks Project due Tuesday 3/21/17:
Now that you have collected some rocks, your goal is to identify them! How can we accomplish this? How do you think professional geologists determine the identity of specific rock samples gathered from the field?
At least 2 photos of each of your specimens (wide angle 4-6'' away and narrow angle views (as close as possible maintaining clairity) focused on freshley broken/unweathered sides)
Your concluded identification for each sample and which properties serve as your evidence
Any tests or observations you made to help you conclude the identification
Common uses for the rocks you've identified including commercial and everyday uses
Other characteristics - is this type of rock common? How does it form? Are there many varieties of this type of rock? What is the rocks composition (minerals that make it up)? How old do you think your rock sample is?
Homework:
no HW
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3/15/17 (Wednesday) SNOWDAY
3/14/17 (Tuesday) SNOWDAY - Finish Rock Type ID Activities (see 3/13/17 agenda below)
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3/13/17 (Monday) B
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Identification of rocks Project due Tuesday 3/21/17:
Now that you have collected some rocks, your goal is to identify them! How can we accomplish this? How do you think professional geologists determine the identity of specific rock samples gathered from the field?
At least 2 photos of each of your specimens (wide angle 4-6'' away and narrow angle views (as close as possible maintaining clairity) focused on freshley broken/unweathered sides)
Your concluded identification for each sample and which properties serve as your evidence
Any tests or observations you made to help you conclude the identification
Common uses for the rocks you've identified including commercial and everyday uses
Other characteristics - is this type of rock common? How does it form? Are there many varieties of this type of rock? What is the rocks composition (minerals that make it up)? How old do you think your rock sample is?
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3/10/17 (Friday!) A
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Rock Cycle Group Activity Part II:
Review the rock cycle by re-reading section 1.8 on pages 21-23 in the Essentials of Geology Textbook - study Fig. 1.21!
Read the Rock Cycle handout and study the detailed rock cycle diagram handout
Critically review and critique/grade your assigned peer-created rock cycle using resources mentioned above to help
Homework:
no hw
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3/9/17 (Thursday) B
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Group Activity: In a small group, create a large rock cycle diagram on poster paper. Do not use any resources except the combined brain power of your group members.
Brainstorm first, then rough draft on a scrap sheet of paper, then draft on poster paper using pencil, then add permanent ink last
Include as many scholarly/academic vocab terms as possible, otherwise use descriptive/explanatory language to communicate your group's ideas
Use arrows to represent various geologic processes and label your arrows as such
Create a clearly organized diagram that the rest of the class can observe
Create images using color and appropriate detail
Homework:
no hw
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3/8/17 (Wednesday) E
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Peer Share passages based on comparative analysis activity
Try to write a question regarding the passage you read that challenges the author.
Group Activity: In a small group, create a large rock cycle diagram on poster paper. Do not use any resources except the combined brain power of your group members.
Brainstorm first, then rough draft on a scrap sheet of paper, then draft on poster paper using pencil, then add permanent ink last
Include as many scholarly/academic vocab terms as possible, otherwise use descriptive/explanatory language to communicate your group's ideas
Use arrows to represent various geologic processes and label your arrows as such
Create a clearly organized diagram that the rest of the class can observe
Create images using color and appropriate detail
Homework:
no hw
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3/7/17 (Tuesday) B
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
4 corners rock/mineral inquiry
investigate the samples using primarily touch/sight
record notes on general observations and remarks
create a general organizational scheme based off of your investigations
Homework:
Compose a short passage (at least one paragraph) summarizing your observations from the rock comparative analysis investigation and describing an organizational scheme for the specimens you examined based on your observations/remarks.
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3/6/17 (Monday) A
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
4 corners rock/mineral inquiry
investigate the samples using primarily touch/sight
record notes on general observations and remarks
create a general organizational scheme based off of your investigations
Homework:
no homework
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3/3/17 (Friday) B
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Class time devoted to presentation of Mineral Profile Group Projects
4 corners rock/mineral inquiry
investigate the samples using primarily touch/sight
create a general comparative analysis scheme based off of your investigations
Homework:
no homework
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3/2/17 (Thursday) A
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Class time devoted to presentation of Mineral Profile Group Projects
Homework:
no homework
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3/1/17 (Wednesday) E
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Class time devoted to Mineral Profile Group Projects
Homework:
no homework
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2/27/17 (Tuesday) A
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Class time devoted to Mineral Profile Group Projects
Homework:
no homework
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2/27/17 (Monday) B
DQs:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Submit collected rock samples & Features of Plate Tectonics shoebox projects
MGOOC HW - see calendar for chapter 2 homework due dates
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2/8/17 (Wednesday) E
DQs:
Describe the origin of the theory of continental drift and its major weakness.
What are the basic tenants of the theory of plate tectonics?
Describe what can occur at various types of plate boundaries.
What evidence exists for the theory of plate tectonics?
Agenda:
Inquiry Activity: Investigate the 3d rendering of the globe using Google Maps (zoomed out) or Google Earth. Can you make any observations regarding the landmasses followed by an inferences?
Consider a map of the world which shows the layout and organization of current landmasses across the globe (shown below). What observations can you make regarding the landmasses?
What could be the cause of the landmass movement/evolution illustrated in the following animations?
Continental Drift & Plate Tectonics Video Content:
MGOOC HW - see calendar for chapter 2 homework due dates
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2/7/17 (Tuesday) B
DQs:
Chapt. 1 Intro
What is geology? What do geologists do and why?
What are some of the specific subjects of study within the field of geology?
What are some of the big ideas that have origins in geology?
Distinguish between physical and historical geology and describe the connections between people and geology.
Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
Describe the magnitude of geologic time scales.
Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
List and describe Earth’s four major spheres.
Define system and explain why Earth is considered to be a system
Outline the stages in the formation of our solar system.
Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
Can you give an overall description of the history of time on Earth
Can you differentiate between Earth's internal layers?
Describe the rock cycle.
Give an overview of Earth's surface.
Agenda:
Chapter 1 Exam
Homework:
no HW
2/6/17 (Monday) A
DQs:
Chapt. 1 Intro
What is geology? What do geologists do and why?
What are some of the specific subjects of study within the field of geology?
What are some of the big ideas that have origins in geology?
Distinguish between physical and historical geology and describe the connections between people and geology.
Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
Describe the magnitude of geologic time scales.
Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
List and describe Earth’s four major spheres.
Define system and explain why Earth is considered to be a system
Outline the stages in the formation of our solar system.
Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
Can you give an overall description of the history of time on Earth
Can you differentiate between Earth's internal layers?
Describe the rock cycle.
Give an overview of Earth's surface.
Agenda:
Chapter 1 Reading Questions Review Activity
2 groups - each group gets and answer key
Take turns reading questions & answers and grading each other's work - edit answers as needed
Be sure to have textbooks out for quick reference to section material/diagrams
End of chapter section summary questions in your groups (text pgs. 28-30)
Homework:
STUDY FOR CHAPTER 1 EXAM TOMORROW!
see "study area" resources
take textbook home to review
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2/3/17 (Friday!) B
DQs:
Chapt. 1 Intro
What is geology? What do geologists do and why?
What are some of the specific subjects of study within the field of geology?
What are some of the big ideas that have origins in geology?
Distinguish between physical and historical geology and describe the connections between people and geology.
Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
Describe the magnitude of geologic time scales.
Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
List and describe Earth’s four major spheres.
Define system and explain why Earth is considered to be a system
Outline the stages in the formation of our solar system.
Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
Can you give an overall description of the history of time on Earth
Can you differentiate between Earth's internal layers?
Describe the rock cycle.
Give an overview of Earth's surface.
Agenda:
Chapter 1 Reading Questions Review Activity
2 groups - each group gets and answer key
Take turns reading questions & answers and grading each other's work - edit answers as needed
Be sure to have textbooks out for quick reference to section material/diagrams
End of chapter section summary questions in your groups (text pgs. 28-30)
Homework:
Begin review for chapter 1 exam - see "Study Area" on MGOOC for great resources! Exam on Tuesday 2/7/17
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2/2/17 (Thursday) A
DQs:
Chapt. 1 Intro
What is geology? What do geologists do and why?
What are some of the specific subjects of study within the field of geology?
What are some of the big ideas that have origins in geology?
Distinguish between physical and historical geology and describe the connections between people and geology.
Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
Describe the magnitude of geologic time scales.
Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
List and describe Earth’s four major spheres.
Define system and explain why Earth is considered to be a system
Outline the stages in the formation of our solar system.
Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
Can you give an overall description of the history of time on Earth
Can you differentiate between Earth's internal layers?
Describe the rock cycle.
Give an overview of Earth's surface.
Agenda:
Geologic timeline activity with Earth through time online resource (see Wednesday 1/25 agenda entry) and textbook resource
Finish PPT chapter 1
Review Chapter 1 reading questions
Homework:
MGOOC HW (see website calendar)
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2/1/17 (Wednesday) E
DQs:
Chapt. 1 Intro
What is geology? What do geologists do and why?
What are some of the specific subjects of study within the field of geology?
What are some of the big ideas that have origins in geology?
Distinguish between physical and historical geology and describe the connections between people and geology.
Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
Describe the magnitude of geologic time scales.
Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
List and describe Earth’s four major spheres.
Define system and explain why Earth is considered to be a system
Outline the stages in the formation of our solar system.
Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
Can you give an overall description of the history of time on Earth
Can you differentiate between Earth's internal layers?
Describe the rock cycle.
Give an overview of Earth's surface.
Agenda:
Geologic timeline activity with Earth through time online resource (see Wednesday 1/25 agenda entry) and textbook resource
Homework:
Finish Geologic Timeline Creation - WE WILL HAVE 10-15 MINUTES TOMORROW IN CLASS TO FINISH QUESTIONS ON THE BACK OF THE INSTRUCTION SHEET
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1/31/17 (Tuesday) A
DQs:
Chapt. 1 Intro
What is geology? What do geologists do and why?
What are some of the specific subjects of study within the field of geology?
What are some of the big ideas that have origins in geology?
Distinguish between physical and historical geology and describe the connections between people and geology.
Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
Describe the magnitude of geologic time scales.
Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
List and describe Earth’s four major spheres.
Define system and explain why Earth is considered to be a system
Outline the stages in the formation of our solar system.
Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
Can you give an overall description of the history of time on Earth
Can you differentiate between Earth's internal layers?
Describe the rock cycle.
Give an overview of Earth's surface.
Agenda:
Push through more of Chapt. 1 PPT
Earth's Origins
Geologic timeline activity with Earth through time online resource (see Wednesday 1/25 agenda entry) and textbook resource
Homework:
MGOOC HW (see website calendar)
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1/30/17 (Monday) B
DQs:
Chapt. 1 Intro
What is geology? What do geologists do and why?
What are some of the specific subjects of study within the field of geology?
What are some of the big ideas that have origins in geology?
Distinguish between physical and historical geology and describe the connections between people and geology.
Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
Describe the magnitude of geologic time scales.
Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
List and describe Earth’s four major spheres.
Define system and explain why Earth is considered to be a system
Outline the stages in the formation of our solar system.
Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
Can you give an overall description of the history of time on Earth
Can you differentiate between Earth's internal layers?
Describe the rock cycle.
Give an overview of Earth's surface.
Agenda:
HW announcement
Push through more of Chapt. 1 PPT
Earth's Spheres
Earth as a System & Earth System Science
Earth's Origins
Geologic timeline activity with Earth through time online resource (see Wednesday 1/25 agenda entry) and textbook resource
Homework:
MGOOC HW (see website calendar)
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1/27/17 (Friday!) A
DQs:
Chapt. 1 Intro
What is geology? What do geologists do and why?
What are some of the specific subjects of study within the field of geology?
What are some of the big ideas that have origins in geology?
Distinguish between physical and historical geology and describe the connections between people and geology.
Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
Describe the magnitude of geologic time scales.
Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
List and describe Earth’s four major spheres.
Define system and explain why Earth is considered to be a system
Outline the stages in the formation of our solar system.
Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
Can you give an overall description of the history of time on Earth
Can you differentiate between Earth's internal layers?
Describe the rock cycle.
Give an overview of Earth's surface.
Agenda:
Geologic timeline activity with Earth through time online resource and textbook resource
Homework:
MGOOC HW (see website calendar)
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1/26/17 (Thursday) B
DQs:
Chapt. 1 Intro
What is geology? What do geologists do and why?
What are some of the specific subjects of study within the field of geology?
What are some of the big ideas that have origins in geology?
Distinguish between physical and historical geology and describe the connections between people and geology.
Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
Describe the magnitude of geologic time scales.
Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
List and describe Earth’s four major spheres.
Define system and explain why Earth is considered to be a system
Outline the stages in the formation of our solar system.
Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
Can you give an overall description of the history of time on Earth
Can you differentiate between Earth's internal layers?
Describe the rock cycle.
Give an overview of Earth's surface.
Agenda:
Alice Drill
Review deep time
Earth through time website (see link below in 1/25)
Geo. timeline activity
Homework:
MGOOC HW - see Pearson Website
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1/25/17 (Wednesday) E
DQs:
Chapt. 1 Intro
What is geology? What do geologists do and why?
What are some of the specific subjects of study within the field of geology?
What are some of the big ideas that have origins in geology?
Distinguish between physical and historical geology and describe the connections between people and geology.
Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
Describe the magnitude of geologic time scales.
Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
List and describe Earth’s four major spheres.
Define system and explain why Earth is considered to be a system
Outline the stages in the formation of our solar system.
Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
Can you give an overall description of the history of time on Earth
Can you differentiate between Earth's internal layers?
Describe the rock cycle.
Give an overview of Earth's surface.
Agenda:
Finish Mobile Field Trip: CO river erodes rock by roughly the thickness of a sheet of paper per year. How long to cut down this rock example? How long to cut into the current depth of the Grand Canyon?
Move on to MGOOC assignments due in 1 week (see calendar on home screen)
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1/24/17 (Tuesday) B
DQs:
Chapt. 1 Intro
What is geology? What do geologists do and why?
What are some of the specific subjects of study within the field of geology?
What are some of the big ideas that have origins in geology?
Distinguish between physical and historical geology and describe the connections between people and geology.
Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
Describe the magnitude of geologic time scales.
Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
List and describe Earth’s four major spheres.
Define system and explain why Earth is considered to be a system
Outline the stages in the formation of our solar system.
Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
Can you give an overall description of the history of time on Earth
Can you differentiate between Earth's internal layers?
Describe the rock cycle.
Give an overview of Earth's surface.
Agenda:
Greetings - questions about HW or class in general
Intro videos from Thursday's agenda (1/19) see below
Geology - historical vs. physical
Virtual field trip using QR code from page 7 - the Grand Canyon Activity
Uniformitarianism vs. Catastrophism
CO river erodes rock by roughly the thickness of a sheet of paper per year. How long to cut down this rock example? How long to cut into the current depth of the Grand Canyon? Geologic Time - Deep Time
Homework:
Chapter 1 reading questions packet due tomorrow 1/25 (50pts)
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1/23/17 (Monday) A
DQs:
Chapt. 1 Intro
What is geology? What do geologists do and why?
Agenda:
We finished up Friday discussing geology and its purpose - we will watch the videos below together as a class
Use today's class time to continue reading through chapter 1 and working to complete your chapter reading questions packet given to you on Thursday. Textbooks are in the top cabinet next to the tall cabinets on the north side of the room.
You may listen to music quietly through headphones/earbuds if you wish, or team up and work with a partner collaboratively during the period
Homework:
Finish reading chapter 1 and the question packet by Wednesday
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1/19/17 (Thursday) B
DQs:
Introduction to Class/Online Resources/Content
Sign up for online Geology Course
Chapt. 1 Intro
What is geology? What do geologists do and why?
Agenda:
Sign-up for online course, see instructions in 1/18 agenda entry below
Brainstorm Activity:
What is geology?
What do geologists do and why?
Introductory videos for Geology/Oceanography (see 1/18 agenda again)
Hand out Chapt. 1 Reading Questions Packet
Homework:
Please read 1/2 of chapter 1 and complete 1/2 of the reading questions packet.
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1/18/17 (Wednesday) A
DQs:
Introduction to Class/Online Resources/Content
Sign up for online Geology Course
Agenda:
Greetings & Seatings
Ice Breaker Activity:
On a scrap sheet of paper, respond to the following prompts:
Why did you want to take this course? What are you most interested to learn about specifically?
What specific content-related question would you like to ask right away.
What are you most looking forward to this spring/summer?
Exchange and share!
Introduction to Wallace Wikispace - save as a favorite in your browser for quick access
Rest of class time to work on Final Topic Chapter and Leaflet project
Homework:
Leaflet Project and quick review questions due Thursday 1/19/17
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1/11/17 (Wednesday) A
DQs:
Explain how the ocean has come to harbor such diversity among its inhabitants
Describe the basis of marine ecosystems
Draw comparisons between marine ecosystems and land based ecosystems regarding themes that govern distribution of energy
List and define various properties that are unique to the marine environment which play important roles in ecosystem development and maintenance
Agenda:
Because you asked:
Because its awesome:
Class Read:
292-293 - focus on whale shark feeding - what's up with the fish, why do they appear dead?
294 Intro to chapter
Summary
302-303 Bioluminescence
View Bioluminescence videos below (see 1/10 agenda)
Read chapter 11 and answer are Quick Review Questions
Pick between chapters 12, 13, or 14 to focus on for the last topic and mini project.
You will need to read the chapter and answer the quick review questions found within
You will need to create a leaflet - a one page document which summarizes the key understandings and diagrams from the chapter in your own words, provides examples that highlight key concepts and vocab, and looks attractive. Microsoft Publisher is a great program to use for this Leaflet Project. A leaflet is defined as a printed sheet of paper, sometimes folded, containing information or advertising and usually distributed free. Synonyms are: circular, handout, handbill, fact-sheet, bulletin. Do NOT create a brochure or tri-fold.
Standards for Info. Leaflet:
Key Concepts and Main Points from each section within the chosen chapter are highlighted - read summary of chapter several times to become familiar with the broad concepts the authors want you to know after reading the chapter. Make sure you have info that summarizes/highlights the key points from ALL SECTIONS.
Images, Images, IMAGES! 15 images is the MINIMUM! Don't make them too big or you will run out of space without effectively representing all the important concepts from the chapter. If is okay to use images from the book (with reference).
Text in YOUR OWN WORDS! Its okay to quote the textbook authors occasionally (with a reference), but most of the written information should be in your own words. Keep your text to no more than size 10 to maximize space.
Organization! Include a title for your handout prominently displayed, and subtitles pertaining to the various sections within your chapter.
One page! (17x11'' fold over style) You can create a double sided handout, but no multiple pages! (With the 17x11'' fold over style, known as a Tabloid style in Microsoft Publisher, you really get 4 pages to work with.)
Color! Make your circular attractive and appealing. The people NEED to know about your topic, so create something that is eye catching and draws the reader in. We will use the school's color laser printers to print our work. Consider boarders.
Homework:
Begin chosen topic chapter reading
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1/10/17 (Tuesday) B
DQs:
Explain how the ocean has come to harbor such diversity among its inhabitants
Describe the basis of marine ecosystems
Draw comparisons between marine ecosystems and land based ecosystems regarding themes that govern distribution of energy
List and define various properties that are unique to the marine environment which play important roles in ecosystem development and maintenance
Agenda:
Inquiry Activity: Various Creatures of the Marine Environment
Why is there such diversity among creatures found in the oceans?
Identify as many specialties/adaptations as possible with the creatures shown
Which creatures do you think are common and which do you think are less common? Why?
Review/Share ideas from inquiry activity
Bioluminescence videos!:
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1/9/17 (Monday) A
DQs:
Explain the concept of thermohaline circulation and its importance
Describe what ocean surface currents are and what drives them
Chapt. 7 Quick Review Questions: 7.1 (7), 7.2 (5), 7.4 (4), 7.9 (no questions, just read) SUBMIT FOR 20 PTS. AND RECEIVE ANSWER KEY TO SELF CHECK ANSWERS
If above work is complete, continue watch Garbage Island documentary started on Friday (see below)
Homework:
Complete chapt. 7 quick review questions for sections listed above for 20pts.
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1/6/17 (Friday!) B
DQs:
Explain the concept of thermohaline circulation and its importance
Describe what ocean surface currents are and what drives them
Agenda:
Questions regarding ocean circulation, structure, and currents from Chapter 7
Homework:
Watch parts 2 and 3 of Garbage Island!
Read and complete the Quick Review Questions for the following sections: 7.1, 7.2, 7.4, & 7.9. Make sure you can define all vocabulary words associated with these sections. DUE MONDAY
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1/5/17 (Thursday) A
DQs:
Explain the concept of thermohaline circulation and its importance
Describe what ocean surface currents are and what drives them
Agenda:
Same plan as Wednesday 1/4 (see below for instructions on how to dress-up THC diagram hand-out)
submit to Mr. Wallace for 30 pts.
Make sure you have read the associated sections from Chapter 7
Homework:
Take textbook home and finish THC diagram dress-up
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1/4/17 (Wednesday) B
DQs:
Explain the concept of thermohaline circulation and its importance
Describe what ocean surface currents are and what drives them
Agenda:
Hand out Rahmstorf THC reading (advanced with references to white papers)
Dress-up Exploring the World Ocean diagram and read-around chapter 7
Color: Deep Water Formation areas (add Ross Sea, Mediterranean Sea) BLACK, Surface Flows RED, Deep Flows BLUE (section 7.9 & Fig. 7.35)
Add and label the world's 5 major gyres (Section 7.4 Subsection "Ocean Gyers" & Fig. 7.16) as well as the Ross and Weddell Sea gyres (Fig. 7.21) PURPLE
Label (and add where space permits) the worlds major surface currents (skim section 7.5 & study Fig. 7.18) INK
Add and label the Subantarctic and Antarctic fronts INK, and the Antarctic Circumpolar Current (aka West Wind Drift) boundaries (north and south) ORANGE (Section 7.5 Subsection "Antarctic Currents" & study Fig. 7.21)
Homework:
No homework
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1/3/17 (Tuesday) A
DQs:
Explain the concept of thermohaline circulation and its importance
Describe what ocean surface currents are and what drives them
Read sections the first 4 section in chapter 7 and answer all Quick Review Questions - submit when finished due Friday 1/6/17
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12/23/16 (Friday!) B
DQs:
Describe the relationship between sound and light transmission with increasing depth in ocean water
Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
List some of the unique characteristics of water
Agenda:
The Sonic Sea - documentary
Homework:
No homework
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12/22/16 (Thursday) A
DQs:
Describe the relationship between sound and light transmission with increasing depth in ocean water
Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
List some of the unique characteristics of water
Agenda:
The Sonic Sea - documentary (hopefully)
Back-up movie - finding Dory
Homework:
No homework
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12/21/16 (Wednesday) B
DQs:
Describe the relationship between sound and light transmission with increasing depth in ocean water
Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
List some of the unique characteristics of water
Agenda:
Exam #2, water, the oceans, the seafloor and its sediments
Homework:
No homework
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12/20/16 (Tuesday) A
DQs:
Describe the relationship between sound and light transmission with increasing depth in ocean water
Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
List some of the unique characteristics of water
Agenda:
Same Plan as yesterday, 12/19 - assessment prep
Review Chapter 4 quick review questions
Homework:
Study for Exam tomorrow!
1.6 - Earth Is a Water Planet, Chapter 3 - The Sea Floor and Its Sediments, Chapter 4 - The Physical Properties of Water (section 4.5-4.7)
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12/19/16 (Monday) B
DQs:
Describe the relationship between sound and light transmission with increasing depth in ocean water
Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
List some of the unique characteristics of water
Agenda:
35 min to complete sound and light lab & Read pgs. 119-128 starting at subsection 4.5 Cohesion, Surface Tension, and Viscosity & answer all of the quick review questions for subsection 4.5 (1-2 pg. 119), 4.6 (1-3 pg. 122) and 4.7 (1-6 pg.128).
Review answers to "quick review" questions from chapt. 4 readings
Vocabulary from 1.6 - Earth Is a Water Planet, Chapter 3 - The Sea Floor and Its Sediments, Chapter 4 - The Physical Properties of Water (section 4.5-4.7)
Homework:
Begin studying for exam on Wednesday
12/16/16 (Friday) A
DQs:
Describe the relationship between sound and light transmission with increasing depth in ocean water
Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
Submit Sound and Light Attenuation in the oceans assignments
Read pgs. 119-128 starting at subsection 4.5 Cohesion, Surface Tension, and Viscosity & answer all of the quick review questions for subsection 4.5 (1-2 pg. 119), 4.6 (1-3 pg. 122) and 4.7 (1-6 pg.128). Due Monday.
Assessment next week on Wednesday: 1.6 - Earth Is a Water Planet, Chapter 3 - The Sea Floor and Its Sediments, Chapter 4 - The Physical Properties of Water
Homework:
See above reading assignment due Monday
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12/15/16 (Thursday) B
DQs:
Describe the relationship between sound and light transmission with increasing depth in ocean water
Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
List some of the unique characteristics of water
Agenda:
What are some of the most unique characteristics of water? Let's learn about water!
Water mind-map on board
Special Properties of water videos (see below)
Review pg 115 table 4.1 - unique properties of water
Time to finish Sound and Light Attenuation assignment
Homework:
Finish Sound and Light Attenuation assignment
12/14/16 (Wednesday) A
DQs:
Describe the relationship between sound and light transmission with increasing depth in ocean water
Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
List some of the unique characteristics of water
Agenda:
Begin working to complete the Sound and Light in the Ocean Assignment
Complete any leftover work from this week, including reservoir and residence times & 5 oceans annotation classwork
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12/8/16 (Thursday) A
DQs:
Describe the methods used to gain information about the seafloor throughout history
Diagram a cross section view of the seafloor including active/passive continental margins
Locate on a map where the world's ocean trenches and ridge systems are
Describe the types of sediments that can be found on the seafloor
Identify types of resources available on the seafloor
Agenda:
Warm-up - spongebob goo lagoon scene - what's wrong with this scene
Reservoirs and residences diagram sheet:
What major water reservoirs would be represented by the familiar scaled images
Read pgs. 39-42
Add a vertical continuum (line with arrows at each end) that represents the general trend of residence time between the worlds major water reservoirs
Define residence time & reservoirs
Calculate the gallons of water on Earth and in each reservoir at any point in time
What processes are involved in the migration of water between the reservoirs?
Complete and submit National Geo. ocean floor features assignment and chapter 3 learning outcomes assignment
Read pgs. 42-43 in the Investigating Oceanography textbook, specifically the subsection entitled "One world divided into five" & as you read, label color the 5 oceans of Earth on your handout AND annotate around each - use the back of the sheet if you need more room
Homework:
Complete classwork listed above
12/7/16 (Wednesday)
DQs:
Describe the methods used to gain information about the seafloor throughout history
Diagram a cross section view of the seafloor including active/passive continental margins
Locate on a map where the world's ocean trenches and ridge systems are
Describe the types of sediments that can be found on the seafloor
Identify types of resources available on the seafloor
Agenda:
Reservoirs and residences diagram sheet:
What major water reservoirs would be represented by the familiar scaled images
Read pgs. 39-42
Add a vertical continuum (line with arrows at each end) that represents the general trend of residence time between the worlds major water reservoirs
Define residence time & reservoirs
Calculate the gallons of water on Earth and in each reservoir at any point in time
What processes are involved in the migration of water between the reservoirs?
Complete and submit National Geo. ocean floor features assignment and chapter 3 learning outcomes assignment
Homework:
Complete classwork listed above
12/6/16 (Tuesday)
DQs:
Describe the methods used to gain information about the seafloor throughout history
Diagram a cross section view of the seafloor including active/passive continental margins
Locate on a map where the world's ocean trenches and ridge systems are
Describe the types of sediments that can be found on the seafloor
Identify types of resources available on the seafloor
Describe the methods used to gain information about the seafloor throughout history
Diagram a cross section view of the seafloor including active/passive continental margins
Locate on a map where the world's ocean trenches and ridge systems are
Describe the types of sediments that can be found on the seafloor
Identify types of resources available on the seafloor
Agenda:
Read chapter 3 summary on page 110 as a class and observe relevant figures throughout chapter
Related video content:
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11/22/16 (Tues-Friday!!) *Last day before Fall (Thanksgiving) Break - No Class, pep rally
11/21/16 (Monday)
DQs:
discuss the interaction of early civilizations with the oceans,
sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
list the major discoveries of the Challenger expedition,
compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:
Finish & present History of Oceanography timeline posters!
Homework:
Have you completed the quick review questions from the Prologue of the Oceanography textbook???
11/18/16 (Friday)
DQs:
Assessment
Agenda:
History of Oceanography Assessment (prologue from textbook)
Homework:
Many students still need to complete and submit prologue quick review questions - is that you?
11/17/16 (Thursday)
DQs:
discuss the interaction of early civilizations with the oceans,
sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
list the major discoveries of the Challenger expedition,
compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:
Announcement: quiz tomorrow on prologue! See answer key for quick review questions!
As a class, we will create a timeline of the history of oceanography according to the prologue of our investigating oceanography textbook
Each group or person will be assigned an age in history to tackle.
Choose a few representative images (either those images shown or those described in the text) to include in your timeline section. By "representative" I mean, images that could be used to help communicate the main ideas presented in your section relating to the relationship between humanity and the ocean during specific time periods. Consider what the authors of the prologue want you to walk away knowing - what are the big ideas and key messages? The quick review questions for your section are also good places to start regarding the main ideas. Use the details to learn about specific examples that support the main ideas - these details will provide many usable representative images.
Make you poster appealing and clear! A large, bold, eye catching title.
Make your poster organized!
Make your poster creative! There are many wonderful oceanography themed images you could include!
Include descriptions of driving forces behind the evolution of oceanography covered by your section backed by examples.
Include the general time period name and specific dates (range of years or centuries) that relate to your section.
Print out images to include in your work if desired.
Your poster must be able to clearly answer (with support) the following question, "Describe the driving force behind humanity's relationship with the ocean during the time period covered by your section."
Homework:
If you have not completed already:
Read prologue completely and answer all quick review question (there are 29 over 7 sections) in your notebook
Read pgs. 29, and section 1.6 pgs. 39-45 and answer the quick review questions #1-7 on pg. 45
11/16/16 (Wednesday)
DQs:
discuss the interaction of early civilizations with the oceans,
sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
list the major discoveries of the Challenger expedition,
compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:
As a class, we will create a timeline of the history of oceanography according to the prologue of our investigating oceanography textbook
Each group or person will be assigned an age in history to tackle.
Choose a few representative images (either those images shown or those described in the text) to include in your timeline section. By "representative" I mean, images that could be used to help communicate the main ideas presented in your section relating to the relationship between humanity and the ocean during specific time periods. Consider what the authors of the prologue want you to walk away knowing - what are the big ideas and key messages? The quick review questions for your section are also good places to start regarding the main ideas. Use the details to learn about specific examples that support the main ideas - these details will provide many usable representative images.
Make you poster appealing and clear! A large, bold, eye catching title.
Make your poster organized!
Make your poster creative! There are many wonderful oceanography themed images you could include!
Include descriptions of driving forces behind the evolution of oceanography covered by your section backed by examples.
Include the general time period name and specific dates (range of years or centuries) that relate to your section.
Print out images to include in your work if desired.
Your poster must be able to clearly answer (with support) the following question, "Describe the driving force behind humanity's relationship with the ocean during the time period covered by your section."
Homework:
If you have not completed already: Read pgs. 29, and section 1.6 pgs. 39-45 and answer the quick review questions #1-7 on pg. 45
11/15/16 (Tuesday) *Substitute - follow plan from Monday 11/14/16, Monday's HW assignment and ALL Prologue Quick Review questions will be checked on Wednesday
11/14/16 (Monday)
DQs:
discuss the interaction of early civilizations with the oceans,
sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
list the major discoveries of the Challenger expedition,
compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:
As a class, we will create a timeline of the history of oceanography according to the prologue of our investigating oceanography textbook
Each group or person will be assigned an age in history to tackle.
Choose a few representative images (either those images shown or those described in the text) to include in your timeline section. By "representative" I mean, images that could be used to help communicate the main ideas presented in your section relating to the relationship between humanity and the ocean during specific time periods. Consider what the authors of the prologue want you to walk away knowing - what are the big ideas and key messages? Use the details to learn about specific examples that support the main ideas - these details will provide many usable representative images.
Make you poster appealing and clear! A large, bold, eye catching title.
Make your poster organized!
Make your poster creative! There are many wonderful oceanography themed images you could include!
Include descriptions of driving forces behind the evolution of oceanography covered by your section backed by examples.
Include the general time period name and specific dates (range of years or centuries) that relate to your section.
Print out images to include in your work if desired.
Your poster must be able to clearly answer (with support) the following question, "Describe the driving force behind humanity's relationship with the ocean during the time period covered by your section."
Homework:
Read pgs. 29, and section 1.6 pgs. 39-45 and answer the quick review questions #1-7 on pg. 45
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11/11/16 (Friday)
DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Identify rock specimens using various rock properties and characteristics
Give specific examples of the three types of rocks
Agenda:
Finish Group exams (chapter & group specific)
Begin review of Oceanography introduction:
Describe the evolution of oceanography citing driving forces during various ages throughout history including the modern age
Class read pgs. 14-15
Homework:
none
11/10/16 (Thursday)
DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Identify rock specimens using various rock properties and characteristics
Give specific examples of the three types of rocks
Agenda:
Group exams (chapter & group specific)
Homework:
none
11/9/16 (Wednesday)
DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Identify rock specimens using various rock properties and characteristics
Give specific examples of the three types of rocks
Agenda:
Election Discussion
Group presentations
Homework:
none
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11/8/16 (Tuesday) *Election Day - No School
11/7/16 (Monday) DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Identify rock specimens using various rock properties and characteristics
Give specific examples of the three types of rocks
Agenda:
Group presentations
Homework:
none
11/4/16 (Friday!) DQs
discuss the interaction of early civilizations with the oceans,
sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
list the major discoveries of the Challenger expedition,
compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:
Read the 7-part prologue in the investigating oceanography textbook either independently or in cooperative small groups & answer the "quick review" questions in your notebook at the end of each of the 7 parts.
Homework:
no homework
11/3/16 (Thursday) DQs
discuss the interaction of early civilizations with the oceans,
sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
list the major discoveries of the Challenger expedition,
compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:
Read the 7-part prologue in the investigating oceanography textbook either independently or in cooperative small groups & answer the "quick review" questions in your notebook at the end of each of the 7 parts.
Homework:
no homework
11/2/16 (Wednesday) DQs
discuss the interaction of early civilizations with the oceans,
sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
list the major discoveries of the Challenger expedition,
compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:
Read the introduction "The History of Oceanography" and part 1 "The Early Times" in the Investigating Oceanography textbook pgs. 2-7 and answer the quick review question on page 7 in your notebook.
Watch the following introductory oceanography video (published 1970, outdated somewhat, but still a very good overview)
Homework:
No homework - group presentations will continue Monday
11/1/16 (Tuesday) DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Identify rock specimens using various rock properties and characteristics
Give specific examples of the three types of rocks
Agenda:
See goals for Thursday 10/27 from Monday's agenda below. - Class members should be filling in answers to concept check questions as presentations take place.
Homework:
no homework
10/31/16 (Monday) Halloween! DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Identify rock specimens using various rock properties and characteristics
Give specific examples of the three types of rocks
Agenda:
See goals for Wednesday from Monday's agenda below. - Groups should be completing their Google slideshow presentations. The main goal for today is to have the majority of Google slideshow slides complete and concept check questions answered per section. Presentations will begin tomorrow.
Homework:
Complete any finalizing touches regarding slideshow presentations - each group member should have answers for his/her concept check questions at the end of each section read.
10/28/16 (Friday!) DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Identify rock specimens using various rock properties and characteristics
Give specific examples of the three types of rocks
Agenda:
See goals for Wednesday from Monday's agenda below. - Groups should be completing the homework for their specific chapter and then beginning or continuing their Google slideshow presentations. The main goal for today is to have the majority of Google slideshow slides complete. Presentations will begin Monday.
Homework:
All group members should have their chapter specific HW completed and should have also begun creating slides for the group slideshow
10/27/16 (Thursday) DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Identify rock specimens using various rock properties and characteristics
Give specific examples of the three types of rocks
Agenda:
See goals for Wednesday from Monday's agenda below. - Groups should be completing the homework for their specific chapter and then beginning or continuing their Google slideshow presentations. The main goal for today is to have the majority of Google slideshow slides complete. Presentations will begin Monday.
Homework:
All group members should have their chapter specific HW completed and should have also begun creating slides for the group slideshow
10/26/16 (Wednesday) DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Identify rock specimens using various rock properties and characteristics
Agenda:
See goals for Wednesday from Monday's agenda below. - Groups should be completing the homework for their specific chapter and then beginning their Google slideshow presentations
Homework:
All group members should have their chapter specific HW completed.
10/25/16 (Tuesday) DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Identify rock specimens using various rock properties and characteristics
Agenda:
See goals for Tuesday from Monday's agenda below. - Groups should be working on the homework for their specific chapter.
Homework:
All group members should be finished reading their specific sections
10/24/16 (Monday) DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Identify rock specimens using various rock properties and characteristics
Agenda:
This week we will read through Chapters 4, 7, and 8 as a group. Do accomplish this, we will divide up the work, by chapter, then by the sections in each chapter. The groups are as follows:
Group Chapter 4: Rebecca Miller,Johnnie Millikin, Matthew Radzai, andDelaney Mitchell, Morianna Allen
Group Chapter 7: Nathan Anderson, Gary Johnson, and Amanda Long
Group Chapter 8: Foster Barndt, Kaylee Heimes, and Jessica Gall
Our goals for each day this week are as follows:
Monday 10/24 (Today):
Groups will divide and conquer their assigned chapter - each group member will read 2-4 sections (consecutive) from their chapter and take notes as they read and study the images. All concept check questions specific to a member's sections should be answered and all vocabulary words (bold or italic should be defined. Group members should ensure they have a full understanding of all figures/diagrams/graphs included in their sections.
By tomorrow - all sections in each group's chapter have been read in part by the group members.
Tuesday 10/25:
Groups will complete their chapter's Mastering Geology course HW collaboratively. Group members should all work on the same questions in order and whichever member has read the content related to that questions should answer and reference their notes/sections and teacher the other group members. Discussions & teaching/learning should be taking place as each group works to complete the HW!
Wednesday 10/26:
Groups will work together to create a Google slideshow presentations regarding their chapter to present to the class. Each group member will be responsible for creating and presenting the slides pertaining to his or her sections. Diagrams & figures should be included in the slides and referenced during the presentation. All vocabulary words should be defined and concept check questions answered. Follow the tips below for creating slides:
Include section and sub-section headings as slide titles
Pull out the main point(s) from each paragraph in your section and adjust phrasing to simplify - this content will become your bullet points for the slides.
Don't overcrowd your slides!
Make sure you understand everything thoroughly that you are adding to a slide!
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Identify rock specimens using various rock properties and characteristics
Agenda:
Continue Field Rock Study project
Remember to take photos of your samples
Goal for toady is to have rocks identified and checked by Mr. Wallace
Title of power point presentation: Field Rock Study
Homework:
no homework
10/19/16 (Wednesday) DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Identify rock specimens using various rock properties and characteristics
Agenda:
Continue Field Rock Study project
Remember to take photos of your samples
Goal for toady is to have rocks identified and checked by Mr. Wallace
Title of power point presentation: Field Rock Study
Homework:
no homework
10/18/16 (Tuesday) - Follow same plan as Monday's (10/17) Plan 10/17/16 (Monday) DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Identify rock specimens using various rock properties and characteristics
Agenda:
Identification of rocks gathered around campus Project due Wednesday 10/19/16:
Now that we have collected some rocks from around campus, our goal is to identify them! How can we accomplish this? How do you think professional geologists determine the identity of specific rock samples?
We will use the following resources to help us identify the rocks we gathered:
Take some photos of each of your rock samples (ranging from about 12'' away to as close as you can get to the rock while maintaining clarity) and create a PPT presentation highlighting your investigation - include the following in the presentation:
At least 2 photos of each of your specimens (wide angle and narrow angle views)
Your concluded identification for each sample and which properties serve as your evidence
Any tests or observations you made to help you conclude the identification
Common uses for the rocks you've identified including commercial and everyday uses
Other characteristics - is this type of rock common? How does it form? Are there many varieties of this type of rock? What is the rocks composition (minerals that make it up)? How old do you think your rock sample is?
Homework:
Rock Identification Project due Wednesday 10/19/16
10/14/16 (Friday) DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Plate Tectonics Shoebox Projects - Due today!
Identification of rocks gathered around campus:
Now that we have collected some rocks from around campus, our goal is to identify them! How can we accomplish this? How do you think professional geologists determine the identity of specific rock samples?
We will use the following resources to help us identify the rocks we gathered:
Take some photos of each of your rock samples (ranging from about 12'' away to as close as you can get to the rock while maintaining clarity) and create a PPT presentation highlighting your investigation - include the following in the presentation:
At least 2 photos of each of your specimens (wide angle and narrow angle views)
Your concluded identification for each sample and which properties serve as your evidence
Any tests or observations you made to help you conclude the identification
Common uses for the rocks you've identified including commercial and everyday uses
Other characteristics - is this type of rock common? How does it form? Are there many varieties of this type of rock? What is the rocks composition (minerals that make it up)? How old do you think your rock sample is?
Homework:
no homework
10/13/16 (Thursday) DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Reminder about Plate Tectonics Shoebox Projects - Due tomorrow
Submit Interactive Rock Cycle Assignments
Identification of rocks gathered around campus:
Now that we have collected some rocks from around campus, our goal is to identify them! How can we accomplish this? How do you think professional geologists determine the identity of specific rock samples?
We will use the following resources to help us identify the rocks we gathered:
Take some photos of each of your rock samples (ranging from about 12'' away to as close as you can get to the rock while maintaining clarity) and create a PPT presentation highlighting your investigation - include the following in the presentation:
At least 2 photos of each of your specimens (wide angle and narrow angle views)
Your concluded identification for each sample and which properties serve as your evidence
Any tests or observations you made to help you conclude the identification
Common uses for the rocks you've identified including commercial and everyday uses
Other characteristics - is this type of rock common? How does it form? Are there many varieties of this type of rock? What is the rocks composition (minerals that make it up)? How old do you think your rock sample is?
Homework:
Plate Tectonics Shoebox projects due tomorrow!!!
10/12/16 (Wednesday) - No School, Inservice Homework:
Continue working on Plate Tectonics Shoebox project due Friday 10/14
Complete Interactive Rock Cycle Assignment Due Thursday 10/13
10/11/16 (Tuesday) - Substitute Teacher DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Interactive Rock Cycle Assignment - Due Thursday 10/13/16
Homework:
Continue working on Plate Tectonics Shoebox project due Friday 10/14
Complete Interactive Rock Cycle Assignment Due Thursday 10/13
10/10/16 (Monday) DQs
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Collect Rock samples for Rock Investigation Activity
no larger than fist sized
minimal impact
wash them off
2-3 rocks per person
Homework:
continue working on Plate Tectonics Shoebox project Due Friday October 14th
10/7/16 (Friday!) DQ:
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Group Activity: In a small group, create a large rock cycle diagram on poster paper. Do not use any resources except the combined brain power of your group members
Include as many scholarly/academic vocab as possible, otherwise use descriptive/explanatory language to communicate your group's ideas
create a clearly organized diagram that the rest of the class can observe
chose a spokesperson to present your diagram/ideas to the class
Homework:
no homework
10/6/16 (Thursday) DQ:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Warm-up: In your notebooks, answer the Give It Some Thought questions #1-9, working either collaboratively or independently
review as a class
Group Activity: In a small group, create a large rock cycle diagram on poster paper. Do not use any resources except the combined brain power of your group members
Include as many scholarly/academic vocab as possible, otherwise use descriptive/explanatory language to communicate your group's ideas
create a clearly organized diagram that the rest of the class can observe
chose a spokesperson to present your diagram/ideas to the class
Homework
no homework
10/5/16 (Wednesday) Study Hall Period - 1/2 class at assembly 10/4/16 (Tuesday) DQ:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Complete reading of chapter 3 and associated online homework by midnight tonight!
Continue working on Plate Tectonics Shoebox project! Due October 12th
10/3/16 (Monday) DQ:
List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
Compare and contrast the three primary particles contained in atoms.
Distinguish among ionic bonds, covalent bonds, and metallic bonds.
List and describe the properties that are used in mineral identification.
Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
List the common nonsilicate minerals and explain why each is important.
Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
Return Plate Tectonics Exams
Do we take minerals for granted? Reading Activity
Read your assigned section, and highlight/comment/exclaim/question the text. This is called "active reading", or "annotative reading." You may write on the hand-out.
Pair up with those who also read your section and share-out
Pick a spokesperson to share the subject of your section and what your group discussed mainly during the share-out time.
Chpt. 3 PPT, review of minerals and mineral properties
HW Assignments for chapter 3
Homework:
Chapter 3 web-based homeworks due Tuesday!
9/30/16 (Friday!) DQ:
Explain what is meant by the idea that atoms are the building blocks of matter
Define/Describe the characteristics of minerals and relate these properties to atomic structure
Diagram the rock cycle and describe the characteristics of the three types of rocks
Describe the origins of the three types of rocks
Agenda:
A Real World Feature of Plate Tectonics Box Project
Introduction to minerals
HW Assignments for chapter 3
Homework:
Chapter 3 web-based homeworks due Tuesday!
9/29/16 (Thursday) DQ:
Describe the origin of the theory of continental drift and its major weakness.
What are the basic tenants of the theory of plate tectonics?
Describe what can occur at various types of plate boundaries.
What evidence exists for the theory of plate tectonics?
Agenda:
Plate Tectonics exam
Homework:
no homework
9/28/16 (Wednesday) DQ:
Describe the origin of the theory of continental drift and its major weakness.
What are the basic tenants of the theory of plate tectonics?
Describe what can occur at various types of plate boundaries.
What evidence exists for the theory of plate tectonics?
Agenda:
Review day - Plate Tectonics
Homework:
study for plate tectonics exam tomorrow!
9/27/16 (Tuesday) DQ:
Describe the origin of the theory of continental drift and its major weakness.
What are the basic tenants of the theory of plate tectonics?
Describe what can occur at various types of plate boundaries.
What evidence exists for the theory of plate tectonics?
Agenda:
Complete PhET Lab on your own (see agenda entry from Monday 9/26 below)
Crossword Review
Jeopardy Review
Homework:
Quiz on Plate Tectonics tomorrow! (Chapter 2)
9/26/16 (Monday) DQ:
Describe the origin of the theory of continental drift and its major weakness.
What are the basic tenants of the theory of plate tectonics?
Describe what can occur at various types of plate boundaries.
What evidence exists for the theory of plate tectonics?
Complete reading of chapter 2! Anticipate quiz on plate tectonics soon!
9/23/16 (Friday!) DQ:
Describe the origin of the theory of continental drift and its major weakness.
What are the basic tenants of the theory of plate tectonics?
Describe what can occur at various types of plate boundaries.
What evidence exists for the theory of plate tectonics?
Agenda:
Warm-up:
Assuming the Earth miraculously escapes its assumed fiery fate into an expanding Sun 6 billion years from now, and is free to internally "cool off" over approximately 91 billion years (55 degrees/billion years = current rate) as it roams the galaxy in near darkness, what will the surface conditions of Earth become like? Explain your thinking.
Describe the origin of the theory of continental drift and its major weakness.
What are the basic tenants of the theory of plate tectonics?
Describe what can occur at various types of plate boundaries.
What evidence exists for the theory of plate tectonics?
Agenda:
Warm-up: Clicker questions PPT
Stress importance of study area resources - visualizations of large and complicated ideas/processes spanning huge amounts of time
Work to complete homework assignments due tonight by mid-night (for full credit). See Mastering Geology and Oceanography course website for access to assignments!
Homework:
Work to complete homework assignments due tonight by mid-night (for full credit). See Mastering Geology and Oceanography course website for access to assignments!
9/19/16 (Monday) DQ:
Describe the origin of the theory of continental drift and its major weakness.
What are the basic tenants of the theory of plate tectonics?
Describe what can occur at various types of plate boundaries.
What evidence exists for the theory of plate tectonics?
Agenda:
Warm-up: What evidence did Alfred Wegener propose to support his theory of continental drift?
Watch video on the theory of plate tectonics:
Time to work on homework assignments
Homework:
Chapter 2 homework assignments (3) due Tuesday night by midnight. Log-in to Mastering Geology and Oceanography course website to access assignments!
9/16/16 (Friday!) DQ:
Describe the origin of the theory of continental drift and its major weakness.
What are the basic tenants of the theory of plate tectonics?
Describe what can occur at various types of plate boundaries.
What evidence exists for the theory of plate tectonics?
Agenda:
Inquiry Activity:
Check out the 3d rendering of the globe using Google Maps (zoomed out) or Google Earth. Can you make any observations regarding the landmasses followed by an inferences?
Consider a map of the world which shows the layout and organization of current landmasses across the globe:
What observations can you make regarding the landmasses?
View the continentaldrift lecture video:
View the video content for the theory of plate tectonics:
Homework:
Chapter 2 homework assignments (3) due Tuesday night by midnight. Log-in to Mastering Geology and Oceanography course website to access assignments!
9/15/16 (Thursday) DQ:
n/a
Agenda:
Chapter 1 Introduction to Geology Assessment
Homework:
no homework
9/14/16 (Wednesday) DQ:
Can you differentiate between Earth's internal layers?
Describe the rock cycle.
Give an overview of Earth's surface.
Agenda:
30 min. to work on 3 online course assignments (login to your mastering geology and oceanography course to find assignments)
Return and review Chapter 1 reading question and vocab sheet
Homework:
Review chapter 1 for tomorrow's quiz!
Check your answers for chapter 1 "concept check" questions against the answer key below:
Access student online textbook resources and begin studying for chapter 1 quiz! (see above link)
9/1/16 (Thursday) DQ:
What are some of the specific subjects of study within the field of geology?
What are some of the big ideas that have origins in geology?
Agenda:
Warm-up questions from clicker questions ppt
Continue working on Chapter 1 Concept Check/Vocab worksheet packet in small groups
Flashcard resource demonstration
Homework:
no homework
8/31/16 (Wednesday) DQ:
What are some of the specific subjects of study within the field of geology?
What are some of the big ideas that have origins in geology?
Agenda:
Pair Activity - Read through the objectives under the Focus on Concepts section on pg. 3 in the Essentials of Geology text.
Distinguish between physical and historical geology and describe the connections between people and geology.
Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
List and describe Earth’s four major spheres.
Define system and explain why Earth is considered a system.
Outline the stages in the formation of our solar system.
Describe Earth’s internal structure.
Sketch, label, and explain the rock cycle.
List and describe the major features of the continents and ocean basins.
With your partner, try to surmise answers to the objective prior to reading. Complete each objective by delving into that specific section in chapter 1 and answering the questions found in the chapter 1 concept check vocab wrksht. packet. Annotate responses with references to specific illustrations/figures or key vocabulary words you come across in the text (chapter 1).
5/25-26/17 (Thursday-Friday)B-A
DQs:
Agenda:- Planet Earth - Biological Oceanography Documentary
Homework:
==
5/24/17 (Wednesday)A
DQs:- Describe the relationship between sound and light transmission with increasing depth in ocean water
- Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
- List some of the unique characteristics of water
Agenda:- Assessment chapt. 1.6, 3, 4.5-4.7
- submit vocab and quick review questions 4.5-4.7
Homework:- no homework
==
5/22-23/17 (Monday-Tuesday)
DQs:- Describe the relationship between sound and light transmission with increasing depth in ocean water
- Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
- List some of the unique characteristics of water
Agenda:- Complete Quick Review Questions for sections 4.5, 4.6, and 4.7
- Complete the Vocab packet
- Review for exam on 1.6, Chpt. 3, and 4.5-4.7
Homework:=
5/12-19/17 (Friday!-Friday!)
DQs:- Describe the relationship between sound and light transmission with increasing depth in ocean water
- Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
- List some of the unique characteristics of water
Agenda:- Review chapter 3 classwork & chapt. 1 assignments
- Begin working to complete the Sound and Light in the Ocean Assignment
student_handout_sound_light.doc
- Details
- Download
- 719 KB
- Read over part one (sound transmission 1st page front and back) and also the tip sheet before setting out to work
Sound and Light in the Ocean Assignment Tip Sheet.docx
- Details
- Download
- 14 KB
- Supplemental Video content:
Homework:=
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5/10-11/17 (Wednesday-Thursday) IE-A
DQs:- Define the terms reservoir and residence as they relate to oceanography
- Describe the relationship between residence time, reservoir volume, and replacement rate
- Describe the 5 major oceans/ocean basins
Agenda:- Students - look on the side board for how to label the two handouts.
- For the Reservoirs & Residences handout answer the following questions on the handout:
- Add title.
- Consider the familiar objects on the diagonal continuum. If all the water on Earth was scaled down to the volume of a 55 gallon drum (shown at the top of the continuum), which major water reservoirs (places where we find water) would be represented by the images shown. Do this without reading anything from the book, or looking up anything online. Here is a hint: the eyedropper would represent all of the water contained in the atmosphere. What are other water reservoirs can you think of? Which volumes would represent the amount of water in those reservoirs? Write your answers by the name of the familiar objects on the continuum.
- Read pgs. 39-42
- Add a vertical continuum (line with arrows at each end) to the left of the diagonal continuum that represents the general trend of residence time between the worlds major water reservoirs. You will need to add at title to this vertical continuum, and some text at either end of the line which describes the trend you read about in the book.
- Define residence time & reservoirs.
- Calculate the gallons of water on Earth and in each reservoir at any point in time (use the table in the book to help you - you will need to do some conversions...)
- What processes are involved in the migration of water between the reservoirs?
- For the "One World Divided Into Five" handout:
- Add title.
- Read pgs. 42-43 in the Investigating Oceanography textbook, specifically the subsection entitled "One world divided into five" & as you read, label & color the 5 oceans of Earth on your handout AND annotate around each - use the back of the sheet if you need more room. Annotate means add information from the reading regarding each ocean.
- Review Chapter 3 & 1 classwork
Homework:5/9/17 (Tuesday) A
DQs:- Describe the methods used to gain information about the seafloor throughout history
- Diagram a cross section view of the seafloor including active/passive continental margins
- Locate on a map where the world's ocean trenches and ridge systems are
- Describe the types of sediments that can be found on the seafloor
- Identify types of resources available on the seafloor
Agenda:- Video Content - Exploring the seafloor (see 5/8 agenda below)
Chapt03_2e_lecture_ADA_KAS.pptx
- Details
- Download
- 27 MB
Homework:=
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5/8/17 (Monday) B
DQs:- Describe the methods used to gain information about the seafloor throughout history
- Diagram a cross section view of the seafloor including active/passive continental margins
- Locate on a map where the world's ocean trenches and ridge systems are
- Describe the types of sediments that can be found on the seafloor
- Identify types of resources available on the seafloor
Agenda:- Final Geology White Paper Presentations: Sebastian, Oliver, Jesse
- 15 min. to complete & submit chapter 3 work
- Supplemental video deep sea:
- Upcoming:
- Reservoirs and residences diagram sheet:
- What major water reservoirs would be represented by the familiar scaled images
- Read pgs. 39-42
- Add a vertical continuum (line with arrows at each end) that represents the general trend of residence time between the worlds major water reservoirs
- Define residence time & reservoirs
- Calculate the gallons of water on Earth and in each reservoir at any point in time
- What processes are involved in the migration of water between the reservoirs?
- Read pgs. 42-43 in the Investigating Oceanography textbook, specifically the subsection entitled "One world divided into five" & as you read, label color the 5 oceans of Earth on your handout AND annotate around each - use the back of the sheet if you need more room
Homework:=
4/28 - 5/5/17 (Friday-Friday)
DQs:- Describe the methods used to gain information about the seafloor throughout history
- Diagram a cross section view of the seafloor including active/passive continental margins
- Locate on a map where the world's ocean trenches and ridge systems are
- Describe the types of sediments that can be found on the seafloor
- Identify types of resources available on the seafloor
Agenda:- Final Geology White Paper Presentations: Jake S., Will B., Josh, Jacob A., Michelle, Alex, Michael, Laryssa, Sebastian, Oliver, Jesse
- 15 min. to work on chapter 3 reading & class work
- Supplemental video deep sea:
==
4/25-27/17 (Tuesday-Thursday) A-IE-A
DQs:- Describe the methods used to gain information about the seafloor throughout history
- Diagram a cross section view of the seafloor including active/passive continental margins
- Locate on a map where the world's ocean trenches and ridge systems are
- Describe the types of sediments that can be found on the seafloor
- Identify types of resources available on the seafloor
Agenda:- Chapter 3 Reading & related class work
- Related video content:
Homework:=
4/24/17 (Monday) B
DQs:- discuss the interaction of early civilizations with the oceans,
- Describe the evolution of oceanography citing driving forces during various ages throughout history including the modern age
- sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
- list the major discoveries of the Challenger expedition,
- compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
- describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:- History of Oceanography exam
Homework:- no homework
==
4/18-21/17 (Tuesday-Friday) B-A
DQs:- discuss the interaction of early civilizations with the oceans,
- Describe the evolution of oceanography citing driving forces during various ages throughout history including the modern age
- sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
- list the major discoveries of the Challenger expedition,
- compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
- describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:- As a class, we will create a timeline of the history of oceanography according to the prologue of our investigating oceanography textbook
- Each group or person will be assigned an age in history to tackle.
- P.1 The Early Times pg. 4 Michelle & Michael
- P.2 The Middle Ages pg. 7 Alex & Oliver
- P.3 Voyages of Discovery pg. 8 Jesse & Jacob A.
- P.4 The Importance of Charts and Navigational Information pg. 10 Laryssa & Sebastian
- P.5 Ocean Science Begins pg. 12 William
- P.6 Early Expeditions of the Nineteenth and Twentieth Centuries pg. 13 Josh
- P.7 Ocean Science in Modern Times pg. 17 Jake S.
- Re-read your section.
- Choose a few representative images (either those images shown or those described in the text) to include in your timeline section. By "representative" I mean, images that could be used to help communicate the main ideas presented in your section relating to the relationship between humanity and the ocean during specific time periods. Consider what the authors of the prologue want you to walk away knowing - what are the big ideas and key messages? The quick review questions for your section are also good places to start regarding the main ideas. Use the details to learn about specific examples that support the main ideas - these details will provide many usable representative images.
- Make you poster appealing and clear! A large, bold, eye catching title.
- Make your poster organized!
- Make your poster creative! There are many wonderful oceanography themed images you could include!
- Include descriptions of driving forces behind the evolution of oceanography covered by your section backed by examples.
- Include the general time period name and specific dates (range of years or centuries) that relate to your section.
- Print out images to include in your work if desired.
- Your poster must be able to clearly answer (with support) the following question, "Describe the driving force behind humanity's relationship with the ocean during the time period covered by your section."
Homework:4/17/17 (Monday) A
DQs:- discuss the interaction of early civilizations with the oceans,
- Describe the evolution of oceanography citing driving forces during various ages throughout history including the modern age
- sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
- list the major discoveries of the Challenger expedition,
- compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
- describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:- Updates - all students must finish reading the prologue by Wednesday and all quick review questions (exam on Thursday)
Homework:4/7-13/17 (Friday-Thursday) B-?
DQs:- discuss the interaction of early civilizations with the oceans,
- Describe the evolution of oceanography citing driving forces during various ages throughout history including the modern age
- sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
- list the major discoveries of the Challenger expedition,
- compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
- describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:- Finish class read pgs. 14-15 HMS Challenger - Start of Modern Oceanography
- Watch HMS Challenger video (see agenda below)
- Read the 7-part prologue in the investigating oceanography textbook either independently or in cooperative small groups & answer the "quick review" questions on a separate sheet of paper (will hand in for 40 points!) at the end of each of the 7 parts.
- As a class, we will create a timeline of the history of oceanography according to the prologue of our investigating oceanography textbook
- Each group or person will be assigned an age in history to tackle.
- P.1 The Early Times pg. 4 Michelle & Michael
- P.2 The Middle Ages pg. 7 Alex & Oliver
- P.3 Voyages of Discovery pg. 8 Jesse & Jacob A.
- P.4 The Importance of Charts and Navigational Information pg. 10 Laryssa & Sebastian
- P.5 Ocean Science Begins pg. 12 William
- P.6 Early Expeditions of the Nineteenth and Twentieth Centuries pg. 13 Josh
- P.7 Ocean Science in Modern Times pg. 17 Jake S.
- Re-read your section.
- Choose a few representative images (either those images shown or those described in the text) to include in your timeline section. By "representative" I mean, images that could be used to help communicate the main ideas presented in your section relating to the relationship between humanity and the ocean during specific time periods. Consider what the authors of the prologue want you to walk away knowing - what are the big ideas and key messages? The quick review questions for your section are also good places to start regarding the main ideas. Use the details to learn about specific examples that support the main ideas - these details will provide many usable representative images.
- Make you poster appealing and clear! A large, bold, eye catching title.
- Make your poster organized!
- Make your poster creative! There are many wonderful oceanography themed images you could include!
- Include descriptions of driving forces behind the evolution of oceanography covered by your section backed by examples.
- Include the general time period name and specific dates (range of years or centuries) that relate to your section.
- Print out images to include in your work if desired.
- Your poster must be able to clearly answer (with support) the following question, "Describe the driving force behind humanity's relationship with the ocean during the time period covered by your section."
Homework:=
4/5-6/17 (Wednesday-Thursday) I/E-A
DQs:- discuss the interaction of early civilizations with the oceans,
- Describe the evolution of oceanography citing driving forces during various ages throughout history including the modern age
- sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
- list the major discoveries of the Challenger expedition,
- compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
- describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:- Review requirements of final geology project (see 4/3-4 agenda below)
- Inquiry Activity: With a partner, discuss the following questions:
- What does oceanography entail?
- Where do oceanographers do their work?
- Where did all this water on Earth come from? Why doesn't Mars have oceans?
- What can we learn from oceanography? What makes oceanography valuable to us?
- Create a small graphic poster displaying one image you feel is most representative of oceanography in the center as well as your answers you discussed.
- Class read pgs. 14-15
Homework:4/3-4/17 (Monday-Tuesday) B-A *Tuesday is the last day in class devoted to final project
DQs:
Agenda:
- Final Geology Project:
- Pick a topic (chapter) of interest from the following list
- 5, 6, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19 (see page v for chapter titles/topics)
- || Name || Chapter/Topic || ||
- Complete the reading and online HW for your selected chapter - notify Mr. Wallace via e-mail when you are finished the chapter reading and online HW
- Watch an approved documentary related to you topic and compose a 1 page (maximum/minimum) summary essay. Include the following in your composition:
- Summary of the main points of the documentary and of the documentary as a whole
- Your explanation of why the documentary was made - why should people be aware of the information put forth in the documentary?
- Information of how you might or how you will use the information learned from the documentary in your personal life? Will you convey the information to others? Will you change some of your behavior? Will you join movements/research efforts related to the topic(s) covered in the documentary? If none of these apply, explain why the documentary and information put forth has not impacted your personal life.
- Mechanics/Requirements:
- 1 page max./min., 1.5 spaced, typed
- Proper use of English mechanics: grammar, spelling, punctuation, sentence structure, etc.
- Identify the title of the documentary in your introductory paragraph
- No need for MLA or APA formatting since you will likely not have any references - just make sure your name and date are at the top in the header
- Read, dissect, and analyze the white paper for your topic. You will present a summary of the research/work/findings presented in the white paper to the class
- Create a slideshow presentation between 7-10 slides
- Summarize the main points of the paper/research in layman's terms - cite actual text from paper which supports your summaries
- Driving Question the research is directed towards (i.e. "What are the characteristics of Earth's core?", "How fast is the Greenland icesheet melting?", "How do shorelines change?", "What role does wind play in the dispersion of sand around the world?")
- Include why answering the driving question would be beneficial to humankind
- Major research steps
- How/where/when was the research completed?
- What data was collected?
- How was the data interpreted?
- Groups/individuals who carried out the work
- Conclusions reached
- Include diagrams/photos to supplement your presentation
- Use diagrams from the paper
- Look up photos related to the research if applicable
Homework:|| Michelle || 13 || Running Water ||
|| Jesse || 19 || Historical Geology ||
|| Michael || 14 || Groundwater ||
|| Sebastian || 5 || Volcanoes and Earth's Interior ||
|| Laryssa || 19 || Historical Geology ||
|| Josh || 15 || Glaciers ||
|| Oliver || 13 || Running Water ||
|| Alex || 15 || Glaciers ||
|| William || 16 || Deserts and Wind ||
|| Jake S. || 16 || Deserts and Wind ||
|| Jacob || 17 || Shorelines ||
- Progress Through Final Geology Project Work: DUE FRIDAY 4/7/17
==
3/31/17 (Friday) A
DQs:
Agenda:
- Final Geology Project:
- Pick a topic (chapter) of interest from the following list
- 5, 6, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19 (see page v for chapter titles/topics)
- || Name || Chapter/Topic || ||
- Complete the reading and online HW for your selected chapter
- Watch the assigned documentary related to you topic
- Read, dissect, and analyze the white paper for your topic. You will present a summary of the research/work/findings presented in the white paper to the class
Homework:|| Michelle || 13 || Running Water ||
|| Jesse || 19 || Historical Geology ||
|| Michael || 14 || Groundwater ||
|| Sebastian || 5 || Volcanoes and Earth's Interior ||
|| Laryssa || 19 || Historical Geology ||
|| Josh || 15 || Glaciers ||
|| Oliver || 13 || Running Water ||
|| Alex || 15 || Glaciers ||
|| William || 16 || Deserts and Wind ||
|| Jake S. || 16 || Deserts and Wind ||
|| Jacob || 17 || Shorelines ||
3/31/17 (Thursday) B
DQs:
Agenda:
- Final Geology Project:
- Pick a topic (chapter) of interest from the following list
- 5, 6, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19 (see page v for chapter titles/topics)
- || Name || Chapter/Topic || ||
- Complete the reading and online HW for your selected chapter
- Watch the assigned documentary related to you topic
- Read, dissect, and analyze the white paper for your topic. You will present a summary of the research/work/findings presented in the white paper to the class
Homework:|| Michelle || 13 || Running Water ||
|| Jesse || 19 || Historical Geology ||
|| Michael || 14 || Groundwater ||
|| Sebastian || 5 || Volcanoes and Earth's Interior ||
|| Laryssa || 19 || Historical Geology ||
|| Josh || 15 || Glaciers ||
|| Oliver || 13 || Running Water ||
|| Alex || 15 || Glaciers ||
|| William || 16 || Deserts and Wind ||
|| Jake S. || 16 || Deserts and Wind ||
|| Jacob || 17 || Shorelines ||
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3/29/17 (Wednesday) I/E
DQs:
Agenda:
- Introduction of final Geology Project:
- Pick a topic (chapter) of interest from the following list
- 5, 6, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19 (see page v for chapter titles/topics)
- Complete the reading and online HW for your selected chapter
- Watch the assigned documentary related to you topic
- Read, dissect, and analyze the white paper for your topic. You will present a summary of the research/work/findings presented in the white paper to the class
Homework:- Pick a topic for your final geology research assignment
==
3/28/17 (Tuesday) B
DQs:
Agenda:
- Introduction of final Geology Project
- Pick a topic (chapter) of interest from the following list
- 5, 6, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19 (see page v for chapter titles/topics)
- Complete the reading and online HW for your selected chapter
- Read, dissect, and analyze the white paper for your topic. You will present a summary of the research/work/findings presented in the white paper to the class
Homework:=
3/21-24&27/17 (Tuesday-Friday&Monday) (follow 3/16/17 agenda - Rock ID Assignment)
3/17/17 (Friday!) B (follow 3/16/17 agenda)
=
3/16/17 (Thursday) A
DQs:
Agenda:
- Identification of rocks Project due Tuesday 3/21/17:
- Now that you have collected some rocks, your goal is to identify them! How can we accomplish this? How do you think professional geologists determine the identity of specific rock samples gathered from the field?
- BHC Richard Harwood's Physical Geology 101 Igneous ID Practice
- BHC Richard Harwood's Physical Geology 101 Sedimentary ID Practice
- BHC Richard Harwood's Physical Geology 101 Metamorphic ID Practice
- Minerological Society of America (MSA) Rock Key
- McDougal Rock ID KEY
- Compare Rocks.com
- Minerals and Rocks of PA
- PA Geologic Maps and other Links from DNCR
- http://geology.com/rocks/
- http://www.rockhounds.com/rockshop/rockkey/
- Our Textbook
- In-class rock collections
- The interwebs
- At least 2 photos of each of your specimens (wide angle 4-6'' away and narrow angle views (as close as possible maintaining clairity) focused on freshley broken/unweathered sides)
- Your concluded identification for each sample and which properties serve as your evidence
- Any tests or observations you made to help you conclude the identification
- Common uses for the rocks you've identified including commercial and everyday uses
- Other characteristics - is this type of rock common? How does it form? Are there many varieties of this type of rock? What is the rocks composition (minerals that make it up)? How old do you think your rock sample is?
Homework:- no HW
==
3/15/17 (Wednesday) SNOWDAY
3/14/17 (Tuesday) SNOWDAY - Finish Rock Type ID Activities (see 3/13/17 agenda below)
==
3/13/17 (Monday) B
DQs:
Agenda:
- Identification of rocks Project due Tuesday 3/21/17:
- Now that you have collected some rocks, your goal is to identify them! How can we accomplish this? How do you think professional geologists determine the identity of specific rock samples gathered from the field?
- BHC Richard Harwood's Physical Geology 101 Igneous ID Practice
- BHC Richard Harwood's Physical Geology 101 Sedimentary ID Practice
- BHC Richard Harwood's Physical Geology 101 Metamorphic ID Practice
- Minerological Society of America (MSA) Rock Key
- McDougal Rock ID KEY
- Minerals and Rocks of PA
- PA Geologic Maps and other Links from DNCR
- http://geology.com/rocks/
- http://www.rockhounds.com/rockshop/rockkey/
- Our Textbook
- In-class rock collections
- The interwebs
- At least 2 photos of each of your specimens (wide angle 4-6'' away and narrow angle views (as close as possible maintaining clairity) focused on freshley broken/unweathered sides)
- Your concluded identification for each sample and which properties serve as your evidence
- Any tests or observations you made to help you conclude the identification
- Common uses for the rocks you've identified including commercial and everyday uses
- Other characteristics - is this type of rock common? How does it form? Are there many varieties of this type of rock? What is the rocks composition (minerals that make it up)? How old do you think your rock sample is?
==
3/10/17 (Friday!) A
DQs:
Agenda:
Homework:
==
3/9/17 (Thursday) B
DQs:
Agenda:
Homework:
- no hw
==
3/8/17 (Wednesday) E
DQs:
Agenda:
- Peer Share passages based on comparative analysis activity
- Try to write a question regarding the passage you read that challenges the author.
- Group Activity: In a small group, create a large rock cycle diagram on poster paper. Do not use any resources except the combined brain power of your group members.
- Brainstorm first, then rough draft on a scrap sheet of paper, then draft on poster paper using pencil, then add permanent ink last
- Include as many scholarly/academic vocab terms as possible, otherwise use descriptive/explanatory language to communicate your group's ideas
- Use arrows to represent various geologic processes and label your arrows as such
- Create a clearly organized diagram that the rest of the class can observe
- Create images using color and appropriate detail
Homework:- no hw
==
3/7/17 (Tuesday) B
DQs:
Agenda:
Homework:
=
3/6/17 (Monday) A
DQs:
Agenda:
- 4 corners rock/mineral inquiry
- investigate the samples using primarily touch/sight
- record notes on general observations and remarks
- create a general organizational scheme based off of your investigations
Homework:=
3/3/17 (Friday) B
DQs:
Agenda:
Homework:
==
3/2/17 (Thursday) A
DQs:
Agenda:
- Class time devoted to presentation of Mineral Profile Group Projects
Homework:- no homework
==
3/1/17 (Wednesday) E
DQs:
Agenda:
- Class time devoted to Mineral Profile Group Projects
Homework:- no homework
==
2/27/17 (Tuesday) A
DQs:
Agenda:
- Class time devoted to Mineral Profile Group Projects
Homework:=
=
2/27/17 (Monday) B
DQs:
Agenda:
- Submit collected rock samples & Features of Plate Tectonics shoebox projects
- Mineral Profile project - Due Wednesday, 3/1
Mineral Profile Project.docx
- Details
- Download
- 16 KB
- Mineral database resources:
- http://www.johnbetts-fineminerals.com/index.htm
- http://www.webmineral.com/
- http://mineralseducationcoalition.org/mining-minerals-information/minerals-database/
- http://www.handbookofmineralogy.org/search.html?p=alpha
- http://rruff.info/ima/
- http://www.minerant.org/databases.html
- http://www.minerals.net/
- http://www.minsocam.org/MSA/Research_Links.html
- https://mrdata.usgs.gov/
- https://mrdata.usgs.gov/mrds/
Homework:=
2/24/17 (Friday!) A
DQs:
Agenda:
- Most common mineral properties demonstrations
- Time to work on chapter 3 HW
- Mineral Profile project - Due Wednesday, 3/1
Mineral Profile Project.docx
- Details
- Download
- 16 KB
Homework:- Due Monday:
- Search, obtain, and bring in 3 different rock specimens (fist sized or larger)
- Try to gather samples from very different areas
- Clean them off as best you can
- Complete HW 03 & RQ 03 assignments on Mastering Geology Online Course website
- Features of Plate Tectonics Shoebox Project
Features of Plate Tectonics Shoebox Project.docx
- Details
- Download
- 14 KB
==
2/23/17 (Thursday) B
DQs:
Agenda:
- Time to work on chapter 3 HW!
- Adjustments to HW assignments due soon (see below)
Homework:- Due Monday:
- Search, obtain, and bring in 3 different rock specimens (fist sized or larger)
- Try to gather samples from very different areas
- Clean them off as best you can
- Complete HW 03 & RQ 03 assignments on Mastering Geology Online Course website
- Features of Plate Tectonics Shoebox Project
Features of Plate Tectonics Shoebox Project.docx
- Details
- Download
- 14 KB
==
2/22/17 (Wednesday) E
DQs:
Agenda:
- What are the characteristics of minerals? In other words - to be considered a mineral, what qualifications must a substance meet?
- What are the properties of minerals?
- What are the major types of minerals?
- Video content posted in 2/21/17 agenda (see below)
- Time to work on chapt. 3 HW independently or collaboratively
- Mineral database resources:
- http://www.johnbetts-fineminerals.com/index.htm
- http://www.webmineral.com/
- http://mineralseducationcoalition.org/mining-minerals-information/minerals-database/
- http://www.handbookofmineralogy.org/search.html?p=alpha
- http://rruff.info/ima/
- http://www.minerant.org/databases.html
- http://www.minerals.net/
- http://www.minsocam.org/MSA/Research_Links.html
- https://mrdata.usgs.gov/
- https://mrdata.usgs.gov/mrds/
Homework:=
2/21/17 (Tuesday) B
DQs:
Agenda:
- Minerals Introduction Prompt: "You use hundreds, if not thousands of minerals everyday!"
Image result for minerals
- Write down some questions you have based on the statement and pictures above
- Class share questions
- Mineral Box Intro & Supplemental Video Content
- https://youtu.be/-DSzlxeNCBk
Homework:=
2/17/17 (Friday) A
DQs:
Agenda:
- Plate Tectonics Chapter 2 Exam
Homework:=
=
2/16/17 (Thursday) B
DQs:
Agenda:
- Plate Tectonics Review
- Clicker Questions PPT
- Kahoot review
Homework:=
=
2/15/17 (Wednesday) E
DQs:
Agenda:
Homework:
- Complete MGOOC homework assignments and reading of chapter 2 by Wednesday midnight!
- Features of Plate Tectonics Project due Friday 2/24/17
- Plate Tectonics Assessment Friday 2/17/17
==
2/14/17 (Tuesday) B
DQs:
Agenda:
Homework:
=
2/13/17 (Monday) A
DQs:
- Describe the origin of the theory of continental drift and its major weakness.
- What are the basic tenants of the theory of plate tectonics?
- Describe what can occur at various types of plate boundaries.
- What evidence exists for the theory of plate tectonics?
Agenda:- Warm-up questions - from "give it some thought" section at the end of chapter 2
- Time to work on chapter 2 reading and online homework
- Features of Plate Tectonics Box Project
Features of Plate Tectonics Shoebox Project.docx
- Details
- Download
- 14 KB
Homework:=
2/10/17 (Friday!) B FOLLOW PLANS FROM 2/9/17
2/9/17 (Thursday) A SNOW DAY!
DQs:
- Describe the origin of the theory of continental drift and its major weakness.
- What are the basic tenants of the theory of plate tectonics?
- Describe what can occur at various types of plate boundaries.
- What evidence exists for the theory of plate tectonics?
Agenda:- PhET Plate Tectonics Lab
- Click on "Play with Simulations"
- "Earth Science"
- "Plate Tectonics"
PhET Plate Tectonics - 2013.doc
- Details
- Download
- 79 KB
Plate Tectonics PhET.doc
- Details
- Download
- 75 KB
Homework:=
=
2/8/17 (Wednesday) E
DQs:
- Describe the origin of the theory of continental drift and its major weakness.
- What are the basic tenants of the theory of plate tectonics?
- Describe what can occur at various types of plate boundaries.
- What evidence exists for the theory of plate tectonics?
Agenda:- Inquiry Activity: Investigate the 3d rendering of the globe using Google Maps (zoomed out) or Google Earth. Can you make any observations regarding the landmasses followed by an inferences?
- Consider a map of the world which shows the layout and organization of current landmasses across the globe (shown below). What observations can you make regarding the landmasses?
- What could be the cause of the landmass movement/evolution illustrated in the following animations?
- Continental Drift & Plate Tectonics Video Content:
eog_12e_lecture_ch02.ppt
- Details
- Download
- 14 MB
Homework:=
2/7/17 (Tuesday) B
DQs:
Agenda:
- Chapter 1 Exam
Homework:2/6/17 (Monday) A
DQs:
Agenda:
- Chapter 1 Reading Questions Review Activity
- 2 groups - each group gets and answer key
- Take turns reading questions & answers and grading each other's work - edit answers as needed
- Be sure to have textbooks out for quick reference to section material/diagrams
- End of chapter section summary questions in your groups (text pgs. 28-30)
Homework:- STUDY FOR CHAPTER 1 EXAM TOMORROW!
- see "study area" resources
- take textbook home to review
==
2/3/17 (Friday!) B
DQs:
Agenda:
- Chapter 1 Reading Questions Review Activity
- 2 groups - each group gets and answer key
- Take turns reading questions & answers and grading each other's work - edit answers as needed
- Be sure to have textbooks out for quick reference to section material/diagrams
- End of chapter section summary questions in your groups (text pgs. 28-30)
Homework:
==
2/2/17 (Thursday) A
DQs:
Agenda:
- Geologic timeline activity with Earth through time online resource (see Wednesday 1/25 agenda entry) and textbook resource
- Finish PPT chapter 1
- Review Chapter 1 reading questions
Homework:- MGOOC HW (see website calendar)
==
2/1/17 (Wednesday) E
DQs:
Agenda:
- Geologic timeline activity with Earth through time online resource (see Wednesday 1/25 agenda entry) and textbook resource
Homework:- Finish Geologic Timeline Creation - WE WILL HAVE 10-15 MINUTES TOMORROW IN CLASS TO FINISH QUESTIONS ON THE BACK OF THE INSTRUCTION SHEET
==
1/31/17 (Tuesday) A
DQs:
Agenda:
Homework:
=
1/30/17 (Monday) B
DQs:
Agenda:
Homework:
- MGOOC HW (see website calendar)
==
1/27/17 (Friday!) A
DQs:
Agenda:
- Geologic timeline activity with Earth through time online resource and textbook resource
Homework:- MGOOC HW (see website calendar)
==
1/26/17 (Thursday) B
DQs:
Agenda:
- Alice Drill
- Review deep time
- Earth through time website (see link below in 1/25)
- Geo. timeline activity
Homework:=
1/25/17 (Wednesday) E
DQs:- Chapt. 1 Intro
- What is geology? What do geologists do and why?
- What are some of the specific subjects of study within the field of geology?
- What are some of the big ideas that have origins in geology?
- Distinguish between physical and historical geology and describe the connections between people and geology.
- Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
- Describe the magnitude of geologic time scales.
- Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
- List and describe Earth’s four major spheres.
- Define system and explain why Earth is considered to be a system
- Outline the stages in the formation of our solar system.
- Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
- Can you give an overall description of the history of time on Earth
- Can you differentiate between Earth's internal layers?
- Describe the rock cycle.
- Give an overview of Earth's surface.
Agenda:- Finish Mobile Field Trip: CO river erodes rock by roughly the thickness of a sheet of paper per year. How long to cut down this rock example? How long to cut into the current depth of the Grand Canyon?
- Geologic Time - Deep Time -
- Read pgs. 8-9 as a class
- View interactive figure resource from MGOOC
- watch 2 videos from 1/24 agenda (see below)
- Geologic Timeline Activity:
- Travel through deep time with this interactive Earth
GeologicalTimeline.pdf
- Details
- Download
- 41 KB
Homework:- Have you finished the chapter 1 question packet?
- Move on to MGOOC assignments due in 1 week (see calendar on home screen)
==
1/24/17 (Tuesday) B
DQs:- Chapt. 1 Intro
- What is geology? What do geologists do and why?
- What are some of the specific subjects of study within the field of geology?
- What are some of the big ideas that have origins in geology?
- Distinguish between physical and historical geology and describe the connections between people and geology.
- Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
- Describe the magnitude of geologic time scales.
- Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
- List and describe Earth’s four major spheres.
- Define system and explain why Earth is considered to be a system
- Outline the stages in the formation of our solar system.
- Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
- Can you give an overall description of the history of time on Earth
- Can you differentiate between Earth's internal layers?
- Describe the rock cycle.
- Give an overview of Earth's surface.
Agenda:- Greetings - questions about HW or class in general
- Intro videos from Thursday's agenda (1/19) see below
- Geology - historical vs. physical
- Virtual field trip using QR code from page 7 - the Grand Canyon Activity
- Uniformitarianism vs. Catastrophism
- CO river erodes rock by roughly the thickness of a sheet of paper per year. How long to cut down this rock example? How long to cut into the current depth of the Grand Canyon? Geologic Time - Deep Time
Homework:=
1/23/17 (Monday) A
DQs:- Chapt. 1 Intro
- What is geology? What do geologists do and why?
Agenda:- We finished up Friday discussing geology and its purpose - we will watch the videos below together as a class
- Use today's class time to continue reading through chapter 1 and working to complete your chapter reading questions packet given to you on Thursday. Textbooks are in the top cabinet next to the tall cabinets on the north side of the room.
- You may listen to music quietly through headphones/earbuds if you wish, or team up and work with a partner collaboratively during the period
Homework:- Finish reading chapter 1 and the question packet by Wednesday
==
1/19/17 (Thursday) B
DQs:- Introduction to Class/Online Resources/Content
- Sign up for online Geology Course
- Chapt. 1 Intro
- What is geology? What do geologists do and why?
Agenda:- Sign-up for online course, see instructions in 1/18 agenda entry below
- Brainstorm Activity:
- What is geology?
- What do geologists do and why?
- Introductory videos for Geology/Oceanography (see 1/18 agenda again)
- Hand out Chapt. 1 Reading Questions Packet
Homework:=
1/18/17 (Wednesday) A
DQs:- Introduction to Class/Online Resources/Content
- Sign up for online Geology Course
Agenda:Homework:
1/17/17 (Tuesday) B
DQs:- Explain how the ocean has come to harbor such diversity among its inhabitants
- Describe the basis of marine ecosystems
- Draw comparisons between marine ecosystems and land based ecosystems regarding themes that govern distribution of energy
- List and define various properties that are unique to the marine environment which play important roles in ecosystem development and maintenance
Agenda:- Class time devoted to final topic project - DUE THURSDAY 1/19 100pts.
Homework:=
1/13/17 (Friday the 13th!) A
DQs:- Explain how the ocean has come to harbor such diversity among its inhabitants
- Describe the basis of marine ecosystems
- Draw comparisons between marine ecosystems and land based ecosystems regarding themes that govern distribution of energy
- List and define various properties that are unique to the marine environment which play important roles in ecosystem development and maintenance
Agenda:- Class time devoted to final topic project - DUE THURSDAY 1/19 100pts.
Homework:- Final topic project due Thursday 1/19
==
1/12/17 (Thursday) B
DQs:- Explain how the ocean has come to harbor such diversity among its inhabitants
- Describe the basis of marine ecosystems
- Draw comparisons between marine ecosystems and land based ecosystems regarding themes that govern distribution of energy
- List and define various properties that are unique to the marine environment which play important roles in ecosystem development and maintenance
Agenda:- Ocean Circulation Assessment & cool links:
- Earth.Nullschool Virtual Globe
- Article about above interactive
- Rest of class time to work on Final Topic Chapter and Leaflet project
Homework:
==
1/11/17 (Wednesday) A
DQs:- Explain how the ocean has come to harbor such diversity among its inhabitants
- Describe the basis of marine ecosystems
- Draw comparisons between marine ecosystems and land based ecosystems regarding themes that govern distribution of energy
- List and define various properties that are unique to the marine environment which play important roles in ecosystem development and maintenance
Agenda:- Because you asked:
- Because its awesome:
- Class Read:
- 292-293 - focus on whale shark feeding - what's up with the fish, why do they appear dead?
- 294 Intro to chapter
- Summary
- 302-303 Bioluminescence
- View Bioluminescence videos below (see 1/10 agenda)
- Read chapter 11 and answer are Quick Review Questions
- Pick between chapters 12, 13, or 14 to focus on for the last topic and mini project.
- You will need to read the chapter and answer the quick review questions found within
- You will need to create a leaflet - a one page document which summarizes the key understandings and diagrams from the chapter in your own words, provides examples that highlight key concepts and vocab, and looks attractive. Microsoft Publisher is a great program to use for this Leaflet Project. A leaflet is defined as a printed sheet of paper, sometimes folded, containing information or advertising and usually distributed free. Synonyms are: circular, handout, handbill, fact-sheet, bulletin. Do NOT create a brochure or tri-fold.
- Standards for Info. Leaflet:
- Key Concepts and Main Points from each section within the chosen chapter are highlighted - read summary of chapter several times to become familiar with the broad concepts the authors want you to know after reading the chapter. Make sure you have info that summarizes/highlights the key points from ALL SECTIONS.
- Images, Images, IMAGES! 15 images is the MINIMUM! Don't make them too big or you will run out of space without effectively representing all the important concepts from the chapter. If is okay to use images from the book (with reference).
- Text in YOUR OWN WORDS! Its okay to quote the textbook authors occasionally (with a reference), but most of the written information should be in your own words. Keep your text to no more than size 10 to maximize space.
- Organization! Include a title for your handout prominently displayed, and subtitles pertaining to the various sections within your chapter.
- One page! (17x11'' fold over style) You can create a double sided handout, but no multiple pages! (With the 17x11'' fold over style, known as a Tabloid style in Microsoft Publisher, you really get 4 pages to work with.)
- Color! Make your circular attractive and appealing. The people NEED to know about your topic, so create something that is eye catching and draws the reader in. We will use the school's color laser printers to print our work. Consider boarders.
Homework:=
1/10/17 (Tuesday) B
DQs:- Explain how the ocean has come to harbor such diversity among its inhabitants
- Describe the basis of marine ecosystems
- Draw comparisons between marine ecosystems and land based ecosystems regarding themes that govern distribution of energy
- List and define various properties that are unique to the marine environment which play important roles in ecosystem development and maintenance
Agenda:
==
1/9/17 (Monday) A
DQs:- Explain the concept of thermohaline circulation and its importance
- Describe what ocean surface currents are and what drives them
Agenda:- THC & Surface Currents Diagram - Finish (if needed) & submit for 30 pts.
- Chapt. 7 Quick Review Questions: 7.1 (7), 7.2 (5), 7.4 (4), 7.9 (no questions, just read) SUBMIT FOR 20 PTS. AND RECEIVE ANSWER KEY TO SELF CHECK ANSWERS
- If above work is complete, continue watch Garbage Island documentary started on Friday (see below)
Homework:=
1/6/17 (Friday!) B
DQs:- Explain the concept of thermohaline circulation and its importance
- Describe what ocean surface currents are and what drives them
Agenda:- Questions regarding ocean circulation, structure, and currents from Chapter 7
Homework:=
1/5/17 (Thursday) A
DQs:
Agenda:- Same plan as Wednesday 1/4 (see below for instructions on how to dress-up THC diagram hand-out)
- submit to Mr. Wallace for 30 pts.
- Make sure you have read the associated sections from Chapter 7
Homework:
==
1/4/17 (Wednesday) B
DQs:- Explain the concept of thermohaline circulation and its importance
- Describe what ocean surface currents are and what drives them
Agenda:- Hand out Rahmstorf THC reading (advanced with references to white papers)
- Dress-up Exploring the World Ocean diagram and read-around chapter 7
- Color: Deep Water Formation areas (add Ross Sea, Mediterranean Sea) BLACK, Surface Flows RED, Deep Flows BLUE (section 7.9 & Fig. 7.35)
- Add and label the world's 5 major gyres (Section 7.4 Subsection "Ocean Gyers" & Fig. 7.16) as well as the Ross and Weddell Sea gyres (Fig. 7.21) PURPLE
- Label (and add where space permits) the worlds major surface currents (skim section 7.5 & study Fig. 7.18) INK
- Add and label the Subantarctic and Antarctic fronts INK, and the Antarctic Circumpolar Current (aka West Wind Drift) boundaries (north and south) ORANGE (Section 7.5 Subsection "Antarctic Currents" & study Fig. 7.21)
Homework:- No homework
==
1/3/17 (Tuesday) A
DQs:- Explain the concept of thermohaline circulation and its importance
- Describe what ocean surface currents are and what drives them
Agenda:
- Thermohaline circulation content:
- Read this article
- Another short article and visual
Homework:- Read sections the first 4 section in chapter 7 and answer all Quick Review Questions - submit when finished due Friday 1/6/17
==
12/23/16 (Friday!) B
DQs:
Agenda:
Homework:
==
12/22/16 (Thursday) A
DQs:- Describe the relationship between sound and light transmission with increasing depth in ocean water
- Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
- List some of the unique characteristics of water
Agenda:- The Sonic Sea - documentary (hopefully)
- Back-up movie - finding Dory
Homework:=
12/21/16 (Wednesday) B
DQs:- Describe the relationship between sound and light transmission with increasing depth in ocean water
- Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
- List some of the unique characteristics of water
Agenda:- Exam #2, water, the oceans, the seafloor and its sediments
Homework:- No homework
==
12/20/16 (Tuesday) A
DQs:- Describe the relationship between sound and light transmission with increasing depth in ocean water
- Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
- List some of the unique characteristics of water
Agenda:- Same Plan as yesterday, 12/19 - assessment prep
- Review Chapter 4 quick review questions
Homework:
==
12/19/16 (Monday) B
DQs:- Describe the relationship between sound and light transmission with increasing depth in ocean water
- Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
- List some of the unique characteristics of water
Agenda:- 35 min to complete sound and light lab & Read pgs. 119-128 starting at subsection 4.5 Cohesion, Surface Tension, and Viscosity & answer all of the quick review questions for subsection 4.5 (1-2 pg. 119), 4.6 (1-3 pg. 122) and 4.7 (1-6 pg.128).
- Review answers to "quick review" questions from chapt. 4 readings
- Vocabulary from 1.6 - Earth Is a Water Planet, Chapter 3 - The Sea Floor and Its Sediments, Chapter 4 - The Physical Properties of Water (section 4.5-4.7)
Homework:12/16/16 (Friday) A
DQs:- Describe the relationship between sound and light transmission with increasing depth in ocean water
- Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
- List some of the unique characteristics of water
Agenda:- Review 5 oceans & residence time/reservoirs classwork
- Submit Sound and Light Attenuation in the oceans assignments
- Read pgs. 119-128 starting at subsection 4.5 Cohesion, Surface Tension, and Viscosity & answer all of the quick review questions for subsection 4.5 (1-2 pg. 119), 4.6 (1-3 pg. 122) and 4.7 (1-6 pg.128). Due Monday.
- Assessment next week on Wednesday: 1.6 - Earth Is a Water Planet, Chapter 3 - The Sea Floor and Its Sediments, Chapter 4 - The Physical Properties of Water
Homework:=
12/15/16 (Thursday) B
DQs:- Describe the relationship between sound and light transmission with increasing depth in ocean water
- Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
- List some of the unique characteristics of water
Agenda:- What are some of the most unique characteristics of water? Let's learn about water!
- Water mind-map on board
- Special Properties of water videos (see below)
- Review pg 115 table 4.1 - unique properties of water
- Time to finish Sound and Light Attenuation assignment
Homework:12/14/16 (Wednesday) A
DQs:- Describe the relationship between sound and light transmission with increasing depth in ocean water
- Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
- List some of the unique characteristics of water
Agenda:- Begin working to complete the Sound and Light in the Ocean Assignment
student_handout_sound_light.doc
- Details
- Download
- 719 KB
- Read over part one (sound transmission 1st page front and back) and also the tip sheet before setting out to work
Sound and Light in the Ocean Assignment Tip Sheet.docx
- Details
- Download
- 14 KB
- Supplemental Video content:
Homework:- Read over Table 4.1 on page 115 to become familiar with water's unique properties and "claims to fame"
- Read pgs. 119-128 starting at subsection 4.6 Density & answer all of the quick review questions for subsection 4.6 (1-3 pg. 122) and 4.7 (1-6 pg.128)
- Due by Monday
==
12/13/16 (Tuesday) B *Substitute Teacher
DQs:- Describe the relationship between sound and light transmission with increasing depth in ocean water
- Discuss the effect of pressure, temperature, and salinity with regards to sound and light transmission in ocean water
- List some of the unique characteristics of water
Agenda:- Begin working to complete the Sound and Light in the Ocean Assignment
student_handout_sound_light.doc
- Details
- Download
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- Read over part one (sound transmission 1st page front and back) and also the tip sheet before setting out to work
Sound and Light in the Ocean Assignment Tip Sheet.docx
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- 14 KB
Homework:- No homework
==
12/12/16 (Monday) A
DQs:- Describe the methods used to gain information about the seafloor throughout history
- Diagram a cross section view of the seafloor including active/passive continental margins
- Locate on a map where the world's ocean trenches and ridge systems are
- Describe the types of sediments that can be found on the seafloor
- Identify types of resources available on the seafloor
Agenda:- Return and Review chapter 3 classwork: National Geographic Seafloor features map assignment & Chpt. 3 Learning outcomes question sheet
Chapt03_2e_lecture_ADA_KAS.pptx
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- 27 MB
Homework:12/9/16 (Friday) B
DQs:- Describe the methods used to gain information about the seafloor throughout history
- Diagram a cross section view of the seafloor including active/passive continental margins
- Locate on a map where the world's ocean trenches and ridge systems are
- Describe the types of sediments that can be found on the seafloor
- Identify types of resources available on the seafloor
Agenda:- Sporkle Warm-up:
- http://www.sporcle.com/games/bhenderson79/deep-sea-creature-click
- http://www.sporcle.com/games/Fledermaus/ocean-floor-map
- Complete Classwork from this week & submit Nat. Geo. Map Assignment with Learning outcomes worksheet
- If time permits - check out the videos and links below related to our current topics!
- Ocean Today - Marine Life Videos Page
- https://www.youtube.com/channel/UCamJAVJXDDLgzdTmTLRkFZQ/videos
- https://www.youtube.com/user/EVNautilus/videos
- https://www.youtube.com/user/scitechflix/videos
- https://www.youtube.com/user/MBARIvideo/videos
Homework:=
12/8/16 (Thursday) A
DQs:- Describe the methods used to gain information about the seafloor throughout history
- Diagram a cross section view of the seafloor including active/passive continental margins
- Locate on a map where the world's ocean trenches and ridge systems are
- Describe the types of sediments that can be found on the seafloor
- Identify types of resources available on the seafloor
Agenda:- Warm-up - spongebob goo lagoon scene - what's wrong with this scene
- Reservoirs and residences diagram sheet:
- What major water reservoirs would be represented by the familiar scaled images
- Read pgs. 39-42
- Add a vertical continuum (line with arrows at each end) that represents the general trend of residence time between the worlds major water reservoirs
- Define residence time & reservoirs
- Calculate the gallons of water on Earth and in each reservoir at any point in time
- What processes are involved in the migration of water between the reservoirs?
- Complete and submit National Geo. ocean floor features assignment and chapter 3 learning outcomes assignment
- Read pgs. 42-43 in the Investigating Oceanography textbook, specifically the subsection entitled "One world divided into five" & as you read, label color the 5 oceans of Earth on your handout AND annotate around each - use the back of the sheet if you need more room
Homework:12/7/16 (Wednesday)
DQs:- Describe the methods used to gain information about the seafloor throughout history
- Diagram a cross section view of the seafloor including active/passive continental margins
- Locate on a map where the world's ocean trenches and ridge systems are
- Describe the types of sediments that can be found on the seafloor
- Identify types of resources available on the seafloor
Agenda:- Reservoirs and residences diagram sheet:
- What major water reservoirs would be represented by the familiar scaled images
- Read pgs. 39-42
- Add a vertical continuum (line with arrows at each end) that represents the general trend of residence time between the worlds major water reservoirs
- Define residence time & reservoirs
- Calculate the gallons of water on Earth and in each reservoir at any point in time
- What processes are involved in the migration of water between the reservoirs?
- Complete and submit National Geo. ocean floor features assignment and chapter 3 learning outcomes assignment
Homework:12/6/16 (Tuesday)
DQs:- Describe the methods used to gain information about the seafloor throughout history
- Diagram a cross section view of the seafloor including active/passive continental margins
- Locate on a map where the world's ocean trenches and ridge systems are
- Describe the types of sediments that can be found on the seafloor
- Identify types of resources available on the seafloor
Agenda:- Practice Quiz Ocean Floor Features
SEAFLOORDIAGRAMS.docx
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- 171 KB
- Submit Nat. Geo. Ocean Floor Features Activity & Complete and submit Chapter 3 Learning Outcomes classwork
Homework:12/5/16 (Monday)
DQs:- Describe the methods used to gain information about the seafloor throughout history
- Diagram a cross section view of the seafloor including active/passive continental margins
- Locate on a map where the world's ocean trenches and ridge systems are
- Describe the types of sediments that can be found on the seafloor
- Identify types of resources available on the seafloor
Agenda:- Submit Nat. Geo. Ocean Floor Features Activity
- Complete and submit Chapter 3 Learning Outcomes classwork
Homework:12/2/16 (Friday)
DQs:- Describe the methods used to gain information about the seafloor throughout history
- Diagram a cross section view of the seafloor including active/passive continental margins
- Locate on a map where the world's ocean trenches and ridge systems are
- Describe the types of sediments that can be found on the seafloor
- Identify types of resources available on the seafloor
Agenda:- Review Mind Map (Ocean Foor - Rope, Google, Gravity, Sound
- Video Content, see below 11/29 plan
- Chapter 3 Learning Outcomes classwork:
Learning Outcomes sheet.docx
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- 15 KB
Homework:- No HW
==
12/1/16 (Thursday) *Substitute
DQs:- Describe the methods used to gain information about the seafloor throughout history
- Diagram a cross section view of the seafloor including active/passive continental margins
- Locate on a map where the world's ocean trenches and ridge systems are
- Describe the types of sediments that can be found on the seafloor
- Identify types of resources available on the seafloor
Agenda:- Complete Ocean Floor Features Activity - see 11/30 plan below for link
Homework:- No HW
==
11/30/16 (Wednesday)
DQs:
Agenda:- Review bathymetry and ocean floor concepts
- Video Content (see 11/29 plan)
- National Geographic Ocean Floor Features Assignment:
- http://ocean.nationalgeographic.com/geobee/study-corner/activity-2/
Homework:- no HW
==
11/29/16 (Tuesday)
DQs:- Describe the methods used to gain information about the seafloor throughout history
- Diagram a cross section view of the seafloor including active/passive continental margins
- Locate on a map where the world's ocean trenches and ridge systems are
- Describe the types of sediments that can be found on the seafloor
- Identify types of resources available on the seafloor
Agenda:=
=
11/22/16 (Tues-Friday!!) *Last day before Fall (Thanksgiving) Break - No Class, pep rally
11/21/16 (Monday)
DQs:- discuss the interaction of early civilizations with the oceans,
- sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
- list the major discoveries of the Challenger expedition,
- compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
- describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:- Finish & present History of Oceanography timeline posters!
Homework:11/18/16 (Friday)
DQs:- Assessment
Agenda:- History of Oceanography Assessment (prologue from textbook)
Homework:11/17/16 (Thursday)
DQs:- discuss the interaction of early civilizations with the oceans,
- sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
- list the major discoveries of the Challenger expedition,
- compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
- describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:- Announcement: quiz tomorrow on prologue! See answer key for quick review questions!
- As a class, we will create a timeline of the history of oceanography according to the prologue of our investigating oceanography textbook
- Each group or person will be assigned an age in history to tackle.
- P.1 The Early Times 4
- P.2 The Middle Ages 7
- P.3 Voyages of Discovery 8
- P.4 The Importance of Charts and Navigational Information 10
- P.5 Ocean Science Begins 12
- P.6 Early Expeditions of the Nineteenth and Twentieth Centuries 13
- P.7 Ocean Science in Modern Times 17
- Re-read your section.
- Choose a few representative images (either those images shown or those described in the text) to include in your timeline section. By "representative" I mean, images that could be used to help communicate the main ideas presented in your section relating to the relationship between humanity and the ocean during specific time periods. Consider what the authors of the prologue want you to walk away knowing - what are the big ideas and key messages? The quick review questions for your section are also good places to start regarding the main ideas. Use the details to learn about specific examples that support the main ideas - these details will provide many usable representative images.
- Make you poster appealing and clear! A large, bold, eye catching title.
- Make your poster organized!
- Make your poster creative! There are many wonderful oceanography themed images you could include!
- Include descriptions of driving forces behind the evolution of oceanography covered by your section backed by examples.
- Include the general time period name and specific dates (range of years or centuries) that relate to your section.
- Print out images to include in your work if desired.
- Your poster must be able to clearly answer (with support) the following question, "Describe the driving force behind humanity's relationship with the ocean during the time period covered by your section."
Homework:11/16/16 (Wednesday)
DQs:- discuss the interaction of early civilizations with the oceans,
- sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
- list the major discoveries of the Challenger expedition,
- compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
- describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:- As a class, we will create a timeline of the history of oceanography according to the prologue of our investigating oceanography textbook
- Each group or person will be assigned an age in history to tackle.
- P.1 The Early Times 4
- P.2 The Middle Ages 7
- P.3 Voyages of Discovery 8
- P.4 The Importance of Charts and Navigational Information 10
- P.5 Ocean Science Begins 12
- P.6 Early Expeditions of the Nineteenth and Twentieth Centuries 13
- P.7 Ocean Science in Modern Times 17
- Re-read your section.
- Choose a few representative images (either those images shown or those described in the text) to include in your timeline section. By "representative" I mean, images that could be used to help communicate the main ideas presented in your section relating to the relationship between humanity and the ocean during specific time periods. Consider what the authors of the prologue want you to walk away knowing - what are the big ideas and key messages? The quick review questions for your section are also good places to start regarding the main ideas. Use the details to learn about specific examples that support the main ideas - these details will provide many usable representative images.
- Make you poster appealing and clear! A large, bold, eye catching title.
- Make your poster organized!
- Make your poster creative! There are many wonderful oceanography themed images you could include!
- Include descriptions of driving forces behind the evolution of oceanography covered by your section backed by examples.
- Include the general time period name and specific dates (range of years or centuries) that relate to your section.
- Print out images to include in your work if desired.
- Your poster must be able to clearly answer (with support) the following question, "Describe the driving force behind humanity's relationship with the ocean during the time period covered by your section."
Homework:11/15/16 (Tuesday) *Substitute - follow plan from Monday 11/14/16, Monday's HW assignment and ALL Prologue Quick Review questions will be checked on Wednesday
11/14/16 (Monday)
DQs:- discuss the interaction of early civilizations with the oceans,
- sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
- list the major discoveries of the Challenger expedition,
- compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
- describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:- As a class, we will create a timeline of the history of oceanography according to the prologue of our investigating oceanography textbook
- Each group or person will be assigned an age in history to tackle.
- P.1 The Early Times 4
- P.2 The Middle Ages 7
- P.3 Voyages of Discovery 8
- P.4 The Importance of Charts and Navigational Information 10
- P.5 Ocean Science Begins 12
- P.6 Early Expeditions of the Nineteenth and Twentieth Centuries 13
- P.7 Ocean Science in Modern Times 17
- Re-read your section.
- Choose a few representative images (either those images shown or those described in the text) to include in your timeline section. By "representative" I mean, images that could be used to help communicate the main ideas presented in your section relating to the relationship between humanity and the ocean during specific time periods. Consider what the authors of the prologue want you to walk away knowing - what are the big ideas and key messages? Use the details to learn about specific examples that support the main ideas - these details will provide many usable representative images.
- Make you poster appealing and clear! A large, bold, eye catching title.
- Make your poster organized!
- Make your poster creative! There are many wonderful oceanography themed images you could include!
- Include descriptions of driving forces behind the evolution of oceanography covered by your section backed by examples.
- Include the general time period name and specific dates (range of years or centuries) that relate to your section.
- Print out images to include in your work if desired.
- Your poster must be able to clearly answer (with support) the following question, "Describe the driving force behind humanity's relationship with the ocean during the time period covered by your section."
Homework:=
11/11/16 (Friday)
DQs- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
- Identify rock specimens using various rock properties and characteristics
- Give specific examples of the three types of rocks
Agenda:- Finish Group exams (chapter & group specific)
- Begin review of Oceanography introduction:
- Describe the evolution of oceanography citing driving forces during various ages throughout history including the modern age
- Class read pgs. 14-15
Homework:11/10/16 (Thursday)
DQs- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
- Identify rock specimens using various rock properties and characteristics
- Give specific examples of the three types of rocks
Agenda:- Group exams (chapter & group specific)
Homework:11/9/16 (Wednesday)
DQs- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
- Identify rock specimens using various rock properties and characteristics
- Give specific examples of the three types of rocks
Agenda:- Election Discussion
- Group presentations
Homework:- none
==
11/8/16 (Tuesday) *Election Day - No School
11/7/16 (Monday)
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
- Identify rock specimens using various rock properties and characteristics
- Give specific examples of the three types of rocks
Agenda:- Group presentations
Homework:11/4/16 (Friday!)
DQs
- discuss the interaction of early civilizations with the oceans,
- sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
- list the major discoveries of the Challenger expedition,
- compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
- describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:- Read the 7-part prologue in the investigating oceanography textbook either independently or in cooperative small groups & answer the "quick review" questions in your notebook at the end of each of the 7 parts.
Homework:11/3/16 (Thursday)
DQs
- discuss the interaction of early civilizations with the oceans,
- sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
- list the major discoveries of the Challenger expedition,
- compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
- describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:- Read the 7-part prologue in the investigating oceanography textbook either independently or in cooperative small groups & answer the "quick review" questions in your notebook at the end of each of the 7 parts.
Homework:11/2/16 (Wednesday)
DQs
- discuss the interaction of early civilizations with the oceans,
- sketch the major seafaring routes of the great voyages of discovery in the fifteenth and sixteenth centuries, James Cook’s voyages of discovery, and the scientific voyages of Charles Darwin and the Challenger expedition,
- list the major discoveries of the Challenger expedition,
- compare and contrast the methods of making scientific measurements in the nineteenth and twentieth centuries,
- describe the difference in both the quantity of oceanographic data and the density of that data available to oceanographers now compared to the nineteenth century.
Agenda:- Read the introduction "The History of Oceanography" and part 1 "The Early Times" in the Investigating Oceanography textbook pgs. 2-7 and answer the quick review question on page 7 in your notebook.
- Watch the following introductory oceanography video (published 1970, outdated somewhat, but still a very good overview)
Homework:11/1/16 (Tuesday)
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
- Identify rock specimens using various rock properties and characteristics
- Give specific examples of the three types of rocks
Agenda:- See goals for Thursday 10/27 from Monday's agenda below. - Class members should be filling in answers to concept check questions as presentations take place.
Homework:10/31/16 (Monday) Halloween!
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
- Identify rock specimens using various rock properties and characteristics
- Give specific examples of the three types of rocks
Agenda:- See goals for Wednesday from Monday's agenda below. - Groups should be completing their Google slideshow presentations. The main goal for today is to have the majority of Google slideshow slides complete and concept check questions answered per section. Presentations will begin tomorrow.
Homework:10/28/16 (Friday!)
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
- Identify rock specimens using various rock properties and characteristics
- Give specific examples of the three types of rocks
Agenda:- See goals for Wednesday from Monday's agenda below. - Groups should be completing the homework for their specific chapter and then beginning or continuing their Google slideshow presentations. The main goal for today is to have the majority of Google slideshow slides complete. Presentations will begin Monday.
Homework:10/27/16 (Thursday)
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
- Identify rock specimens using various rock properties and characteristics
- Give specific examples of the three types of rocks
Agenda:- See goals for Wednesday from Monday's agenda below. - Groups should be completing the homework for their specific chapter and then beginning or continuing their Google slideshow presentations. The main goal for today is to have the majority of Google slideshow slides complete. Presentations will begin Monday.
Homework:10/26/16 (Wednesday)
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
- Identify rock specimens using various rock properties and characteristics
Agenda:- See goals for Wednesday from Monday's agenda below. - Groups should be completing the homework for their specific chapter and then beginning their Google slideshow presentations
Homework:10/25/16 (Tuesday)
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
- Identify rock specimens using various rock properties and characteristics
Agenda:- See goals for Tuesday from Monday's agenda below. - Groups should be working on the homework for their specific chapter.
Homework:10/24/16 (Monday)
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
- Identify rock specimens using various rock properties and characteristics
Agenda:- This week we will read through Chapters 4, 7, and 8 as a group. Do accomplish this, we will divide up the work, by chapter, then by the sections in each chapter. The groups are as follows:
- Group Chapter 4: Rebecca Miller, Johnnie Millikin, Matthew Radzai, and Delaney Mitchell, Morianna Allen
- Group Chapter 7: Nathan Anderson, Gary Johnson, and Amanda Long
- Group Chapter 8: Foster Barndt, Kaylee Heimes, and Jessica Gall
- Our goals for each day this week are as follows:
- Monday 10/24 (Today):
- Groups will divide and conquer their assigned chapter - each group member will read 2-4 sections (consecutive) from their chapter and take notes as they read and study the images. All concept check questions specific to a member's sections should be answered and all vocabulary words (bold or italic should be defined. Group members should ensure they have a full understanding of all figures/diagrams/graphs included in their sections.
- By tomorrow - all sections in each group's chapter have been read in part by the group members.
- Tuesday 10/25:
- Groups will complete their chapter's Mastering Geology course HW collaboratively. Group members should all work on the same questions in order and whichever member has read the content related to that questions should answer and reference their notes/sections and teacher the other group members. Discussions & teaching/learning should be taking place as each group works to complete the HW!
- Wednesday 10/26:
- Groups will work together to create a Google slideshow presentations regarding their chapter to present to the class. Each group member will be responsible for creating and presenting the slides pertaining to his or her sections. Diagrams & figures should be included in the slides and referenced during the presentation. All vocabulary words should be defined and concept check questions answered. Follow the tips below for creating slides:
- Include section and sub-section headings as slide titles
- Pull out the main point(s) from each paragraph in your section and adjust phrasing to simplify - this content will become your bullet points for the slides.
- Don't overcrowd your slides!
- Make sure you understand everything thoroughly that you are adding to a slide!
- Images from each chapter:
- Chapter 4
- Chapter 7
- Chapter 8
- Thursday 10/27:
- Groups will present their slideshows to the class.
- All class members will receive answers for the concept checks to fill in during presentations.
- Friday 10/28:
- Groups will work collaboratively to complete a chapter specific assessment.
Homework:10/21/16 (Friday!)
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
- Identify rock specimens using various rock properties and characteristics
Agenda:- FINISH Field Rock Study project AND SUBMIT TO DWALLACE@QCSD.ORG BY MIDNIGHT TONIGHT!!
- Remember to take photos of your samples
- Goal for toady is to have rocks identified and checked by Mr. Wallace
- Title of power point presentation: Field Rock Study
Identification of Rocks Gathered Around Campus.docx
- Details
- Download
- 14 KB
Homework:10/20/16 (Thursday)
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
- Identify rock specimens using various rock properties and characteristics
Agenda:- Continue Field Rock Study project
- Remember to take photos of your samples
- Goal for toady is to have rocks identified and checked by Mr. Wallace
- Title of power point presentation: Field Rock Study
Homework:10/19/16 (Wednesday)
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
- Identify rock specimens using various rock properties and characteristics
Agenda:- Continue Field Rock Study project
- Remember to take photos of your samples
- Goal for toady is to have rocks identified and checked by Mr. Wallace
- Title of power point presentation: Field Rock Study
Homework:10/18/16 (Tuesday) - Follow same plan as Monday's (10/17) Plan
10/17/16 (Monday)
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
- Identify rock specimens using various rock properties and characteristics
Agenda:- Identification of rocks gathered around campus Project due Wednesday 10/19/16:
- Now that we have collected some rocks from around campus, our goal is to identify them! How can we accomplish this? How do you think professional geologists determine the identity of specific rock samples?
- We will use the following resources to help us identify the rocks we gathered:
- Minerological Society of America (MSA) Rock Key
- McDougal Rock ID KEY
- Our Textbook
- In-class rock collections
- The interwebs
- Take some photos of each of your rock samples (ranging from about 12'' away to as close as you can get to the rock while maintaining clarity) and create a PPT presentation highlighting your investigation - include the following in the presentation:
- At least 2 photos of each of your specimens (wide angle and narrow angle views)
- Your concluded identification for each sample and which properties serve as your evidence
- Any tests or observations you made to help you conclude the identification
- Common uses for the rocks you've identified including commercial and everyday uses
- Other characteristics - is this type of rock common? How does it form? Are there many varieties of this type of rock? What is the rocks composition (minerals that make it up)? How old do you think your rock sample is?
Homework:10/14/16 (Friday)
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
Agenda:- Plate Tectonics Shoebox Projects - Due today!
- Identification of rocks gathered around campus:
- Now that we have collected some rocks from around campus, our goal is to identify them! How can we accomplish this? How do you think professional geologists determine the identity of specific rock samples?
- We will use the following resources to help us identify the rocks we gathered:
- Minerological Society of America (MSA) Rock Key
- McDougal Rock ID KEY
- Our Textbook
- In-class rock collections
- The interwebs
- Take some photos of each of your rock samples (ranging from about 12'' away to as close as you can get to the rock while maintaining clarity) and create a PPT presentation highlighting your investigation - include the following in the presentation:
- At least 2 photos of each of your specimens (wide angle and narrow angle views)
- Your concluded identification for each sample and which properties serve as your evidence
- Any tests or observations you made to help you conclude the identification
- Common uses for the rocks you've identified including commercial and everyday uses
- Other characteristics - is this type of rock common? How does it form? Are there many varieties of this type of rock? What is the rocks composition (minerals that make it up)? How old do you think your rock sample is?
Homework:10/13/16 (Thursday)
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
Agenda:- Reminder about Plate Tectonics Shoebox Projects - Due tomorrow
- Submit Interactive Rock Cycle Assignments
- Identification of rocks gathered around campus:
- Now that we have collected some rocks from around campus, our goal is to identify them! How can we accomplish this? How do you think professional geologists determine the identity of specific rock samples?
- We will use the following resources to help us identify the rocks we gathered:
- Minerological Society of America (MSA) Rock Key
- McDougal Rock ID KEY
- Our Textbook
- In-class rock collections
- The interwebs
- Take some photos of each of your rock samples (ranging from about 12'' away to as close as you can get to the rock while maintaining clarity) and create a PPT presentation highlighting your investigation - include the following in the presentation:
- At least 2 photos of each of your specimens (wide angle and narrow angle views)
- Your concluded identification for each sample and which properties serve as your evidence
- Any tests or observations you made to help you conclude the identification
- Common uses for the rocks you've identified including commercial and everyday uses
- Other characteristics - is this type of rock common? How does it form? Are there many varieties of this type of rock? What is the rocks composition (minerals that make it up)? How old do you think your rock sample is?
Homework:10/12/16 (Wednesday) - No School, Inservice
Homework:
10/11/16 (Tuesday) - Substitute Teacher
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
Agenda:- Interactive Rock Cycle Assignment - Due Thursday 10/13/16
Homework:10/10/16 (Monday)
DQs
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
Agenda:- Collect Rock samples for Rock Investigation Activity
- no larger than fist sized
- minimal impact
- wash them off
- 2-3 rocks per person
Homework:10/7/16 (Friday!)
DQ:
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
Agenda:- Group Activity: In a small group, create a large rock cycle diagram on poster paper. Do not use any resources except the combined brain power of your group members
- Include as many scholarly/academic vocab as possible, otherwise use descriptive/explanatory language to communicate your group's ideas
- create a clearly organized diagram that the rest of the class can observe
- chose a spokesperson to present your diagram/ideas to the class
Homework:10/6/16 (Thursday)
DQ:
- List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
- Compare and contrast the three primary particles contained in atoms.
- Distinguish among ionic bonds, covalent bonds, and metallic bonds.
- List and describe the properties that are used in mineral identification.
- Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
- Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
- Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
- List the common nonsilicate minerals and explain why each is important.
- Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
Agenda:- Warm-up: In your notebooks, answer the Give It Some Thought questions #1-9, working either collaboratively or independently
- review as a class
- Group Activity: In a small group, create a large rock cycle diagram on poster paper. Do not use any resources except the combined brain power of your group members
- Include as many scholarly/academic vocab as possible, otherwise use descriptive/explanatory language to communicate your group's ideas
- create a clearly organized diagram that the rest of the class can observe
- chose a spokesperson to present your diagram/ideas to the class
Homework10/5/16 (Wednesday)
Study Hall Period - 1/2 class at assembly
10/4/16 (Tuesday)
DQ:
- List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
- Compare and contrast the three primary particles contained in atoms.
- Distinguish among ionic bonds, covalent bonds, and metallic bonds.
- List and describe the properties that are used in mineral identification.
- Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
- Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
- Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
- List the common nonsilicate minerals and explain why each is important.
- Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
Agenda:- Exotic mineral examples & Minerals PPT
eog_12e_lecture_ch03.ppt
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- 9 MB
- Time to work on HW for Chpt. 3
- Supplemental:
Homework:10/3/16 (Monday)
DQ:
- List the main characteristics that an Earth material must possess to be considered a mineral and describe each.
- Compare and contrast the three primary particles contained in atoms.
- Distinguish among ionic bonds, covalent bonds, and metallic bonds.
- List and describe the properties that are used in mineral identification.
- Explain how minerals are classified and name the most abundant mineral group in Earth's crust.
- Sketch the silicon-oxygen tetrahedron and explain how these fundamental building blocks join together to form other silicate structures.
- Compare and contrast the light (nonferromagnesian) silicates with the dark (ferromagnesian) silicates and list four common minerals from each group.
- List the common nonsilicate minerals and explain why each is important.
- Discuss Earth's mineral resources in terms of renewability. Differentiate between mineral resources and ore deposits.
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
Agenda:- Return Plate Tectonics Exams
- Do we take minerals for granted? Reading Activity
- Read your assigned section, and highlight/comment/exclaim/question the text. This is called "active reading", or "annotative reading." You may write on the hand-out.
- Pair up with those who also read your section and share-out
- Pick a spokesperson to share the subject of your section and what your group discussed mainly during the share-out time.
- Chpt. 3 PPT, review of minerals and mineral properties
- HW Assignments for chapter 3
Homework:9/30/16 (Friday!)
DQ:
- Explain what is meant by the idea that atoms are the building blocks of matter
- Define/Describe the characteristics of minerals and relate these properties to atomic structure
- Diagram the rock cycle and describe the characteristics of the three types of rocks
- Describe the origins of the three types of rocks
Agenda:- A Real World Feature of Plate Tectonics Box Project
- Introduction to minerals
- HW Assignments for chapter 3
Homework:9/29/16 (Thursday)
DQ:
- Describe the origin of the theory of continental drift and its major weakness.
- What are the basic tenants of the theory of plate tectonics?
- Describe what can occur at various types of plate boundaries.
- What evidence exists for the theory of plate tectonics?
Agenda:- Plate Tectonics exam
Homework:9/28/16 (Wednesday)
DQ:
- Describe the origin of the theory of continental drift and its major weakness.
- What are the basic tenants of the theory of plate tectonics?
- Describe what can occur at various types of plate boundaries.
- What evidence exists for the theory of plate tectonics?
Agenda:- Review day - Plate Tectonics
Homework:9/27/16 (Tuesday)
DQ:
- Describe the origin of the theory of continental drift and its major weakness.
- What are the basic tenants of the theory of plate tectonics?
- Describe what can occur at various types of plate boundaries.
- What evidence exists for the theory of plate tectonics?
Agenda:- Complete PhET Lab on your own (see agenda entry from Monday 9/26 below)
- Crossword Review
- Jeopardy Review
Homework:9/26/16 (Monday)
DQ:
- Describe the origin of the theory of continental drift and its major weakness.
- What are the basic tenants of the theory of plate tectonics?
- Describe what can occur at various types of plate boundaries.
- What evidence exists for the theory of plate tectonics?
Agenda:- PhET Plate Tectonics Lab on your own!
- Click on "Play with Simulations"
- "Earth Science"
- "Plate Tectonics"
Plate Tectonics PhET.doc
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- 75 KB
Homework:9/23/16 (Friday!)
DQ:
- Describe the origin of the theory of continental drift and its major weakness.
- What are the basic tenants of the theory of plate tectonics?
- Describe what can occur at various types of plate boundaries.
- What evidence exists for the theory of plate tectonics?
Agenda:- Warm-up:
- Assuming the Earth miraculously escapes its assumed fiery fate into an expanding Sun 6 billion years from now, and is free to internally "cool off" over approximately 91 billion years (55 degrees/billion years = current rate) as it roams the galaxy in near darkness, what will the surface conditions of Earth become like? Explain your thinking.
- clicker questions.
- Mobile Field Trip 2.22
- PhET Plate Tectonics Lab on your own!
- Click on "Play with Simulations"
- "Earth Science"
- "Plate Tectonics"
Plate Tectonics PhET.doc
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- 75 KB
Homework:9/22/16 (Thursday)
DQ:
- Describe the origin of the theory of continental drift and its major weakness.
- What are the basic tenants of the theory of plate tectonics?
- Describe what can occur at various types of plate boundaries.
- What evidence exists for the theory of plate tectonics?
Agenda:- PhET Plate Tectonics Lab with a partner!
- Click on "Play with Simulations"
- "Earth Science"
- "Plate Tectonics"
PhET Plate Tectonics - 2013.doc
- Details
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- 79 KB
Homework:9/21/16 (Wednesday)
DQ:
- Describe the origin of the theory of continental drift and its major weakness.
- What are the basic tenants of the theory of plate tectonics?
- Describe what can occur at various types of plate boundaries.
- What evidence exists for the theory of plate tectonics?
Agenda:- Warm-up: Clicker questions PPT
- PhET Plate Tectonics Lab
- Click on "Play with Simulations"
- "Earth Science"
- "Plate Tectonics"
PhET Plate Tectonics - 2013.doc
- Details
- Download
- 79 KB
Plate Tectonics PhET.doc
- Details
- Download
- 75 KB
Homework:9/20/16 (Tuesday)
DQ:
- Describe the origin of the theory of continental drift and its major weakness.
- What are the basic tenants of the theory of plate tectonics?
- Describe what can occur at various types of plate boundaries.
- What evidence exists for the theory of plate tectonics?
Agenda:- Warm-up: Clicker questions PPT
- Stress importance of study area resources - visualizations of large and complicated ideas/processes spanning huge amounts of time
- Work to complete homework assignments due tonight by mid-night (for full credit). See Mastering Geology and Oceanography course website for access to assignments!
Homework:9/19/16 (Monday)
DQ:
- Describe the origin of the theory of continental drift and its major weakness.
- What are the basic tenants of the theory of plate tectonics?
- Describe what can occur at various types of plate boundaries.
- What evidence exists for the theory of plate tectonics?
Agenda:- Warm-up: What evidence did Alfred Wegener propose to support his theory of continental drift?
- Watch video on the theory of plate tectonics:
- Time to work on homework assignments
Homework:9/16/16 (Friday!)
DQ:
- Describe the origin of the theory of continental drift and its major weakness.
- What are the basic tenants of the theory of plate tectonics?
- Describe what can occur at various types of plate boundaries.
- What evidence exists for the theory of plate tectonics?
Agenda:- What observations can you make regarding the landmasses?
- View the continental drift lecture video:
- View the video content for the theory of plate tectonics:
Homework:9/15/16 (Thursday)
DQ:
- n/a
Agenda:- Chapter 1 Introduction to Geology Assessment
Homework:9/14/16 (Wednesday)
DQ:
- Can you differentiate between Earth's internal layers?
- Describe the rock cycle.
- Give an overview of Earth's surface.
Agenda:- 30 min. to work on 3 online course assignments (login to your mastering geology and oceanography course to find assignments)
- Return and review Chapter 1 reading question and vocab sheet
Homework:9/13/16 (Tuesday)
DQ:
- Can you differentiate between Earth's internal layers?
- Describe the rock cycle.
- Give an overview of Earth's surface.
Agenda:- Collect chapter question & vocab packet, and timeline projects
- Finish power point
eog_12e_lecture_ch01.ppt
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- 19 MB
- End of chapter section summary questions as a class (see e-text pgs. 28-30)
- Time to work on 3 online course assignments (Due by midnight tomorrow 9/14)
- Dynamic Study Module Chpt.1
- HW01
- RQ01
Homework:9/12/16 (Monday)
DQ:
- Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
- Can you give an overall description of the history of time on Earth
Agenda:- Complete Geologic timescale activity
- Continue reading chapter 1 and work to complete chapter 1 question packet
- If complete turn-in for credit and explore the online textbook study area resources (flash cards, GEODe, etc.)
Homework:9/9/16 (Friday)
DQ:
- Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
- Can you give an overall description of the history of time on Earth
Agenda:- Complete Geologic timescale activity
- Continue reading chapter 1 and work to complete chapter 1 question packet
Homework:9/8/16 (Thursday) * Early dismissal of all 9-12 students during 4th period
DQ:
- Where in the historical timeline of Earth have various events taken place? Where have various species risen and fallen?
- Can you give an overall description of the history of time on Earth
Agenda:- Complete Geologic timescale activity
- Continue reading chapter 1 and work to complete chapter 1 question packet
Homework:9/7/16 (Wednesday)
DQ:
- List and describe Earth’s four major spheres.
- Define system and explain why Earth is considered to be a system
- Outline the stages in the formation of our solar system.
Agenda:- Chapter 1 PPT sections 1.4, 1.5, and 1.6
- Geologic Time Activity
Homework:9/6/16 (Tuesday)
DQ:
- Distinguish between physical and historical geology and describe the connections between people and geology.
- Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
- Describe the magnitude of geologic time scales.
- Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
- List and describe Earth’s four major spheres.
Agenda:- Warm-up: In your notebooks, answer the "Give It Some Thought" questions #1-3 from page 31 in the Essentials of Geology textbook.
- Review GIST questions as a class referencing textbook
- Continue work on chapter 1 question packet and reading
- Review question packet sections 1-3
Homework:9/2/16
DQ:
- Distinguish between physical and historical geology and describe the connections between people and geology.
- Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
- Describe the magnitude of geologic time scales.
- Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
- List and describe Earth’s four major spheres.
Agenda:- Warm-up - clicker questions chapter 1 ppt 6 & 7, 1 min. flash card practice.
- 1/2 of Chapter 1 PPT
- smart figure on geologic time scale ~6min.
- Small group work on Chapter 1 reading question packet
- Access online student textbook resources
- Click on Mastering Geology and Oceanography
- MGEOLWALLACE36436
- PSSLEO-WHIFF-BOUND-MEDAN-ABASH-MOOSE
Homework:9/1/16 (Thursday)
DQ:
- What are some of the specific subjects of study within the field of geology?
- What are some of the big ideas that have origins in geology?
Agenda:- Warm-up questions from clicker questions ppt
- Continue working on Chapter 1 Concept Check/Vocab worksheet packet in small groups
- Flashcard resource demonstration
Homework:8/31/16 (Wednesday)
DQ:
- What are some of the specific subjects of study within the field of geology?
- What are some of the big ideas that have origins in geology?
Agenda:- Pair Activity - Read through the objectives under the Focus on Concepts section on pg. 3 in the Essentials of Geology text.
- Distinguish between physical and historical geology and describe the connections between people and geology.
- Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
- Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
- List and describe Earth’s four major spheres.
- Define system and explain why Earth is considered a system.
- Outline the stages in the formation of our solar system.
- Describe Earth’s internal structure.
- Sketch, label, and explain the rock cycle.
- List and describe the major features of the continents and ocean basins.
- With your partner, try to surmise answers to the objective prior to reading. Complete each objective by delving into that specific section in chapter 1 and answering the questions found in the chapter 1 concept check vocab wrksht. packet. Annotate responses with references to specific illustrations/figures or key vocabulary words you come across in the text (chapter 1).
EOS Chpt1 Concept Check Vocab Wrksht.docx
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- 18 KB
- Virtual field trip using QR code from page 7 - the Grand Canyon Activity
Homework:8/30/16 (Tuesday)
DQ:
- What is Geology?
- What do Geologists do? Why?
Agenda:- Review required classroom materials
- Discuss driving questions with your small group and write down your ideas.
Homework:8/29/16 (Monday) *1st day of school
DQ:
- Do you have a handle on things?
Agenda:- Welcome in
- Ticker Tape Activity
- Wallace introduction PPT
Homework: